AN OVERVIEW OF THE STANDARDS* FOR THE ELEMENTARY SCHOOL COUNSELOR For the Salt Lake City School District Counselor/Educator Evaluation System

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1 AN OVERVIEW OF THE STANDARDS* FOR THE ELEMENTARY SCHOOL COUNSELOR For the Salt Lake City School District Counselor/Educator Evaluation System Standard I Guidance Curriculum The professional school counselor implements the Guidance Curriculum Component through the use of effective instructional skills and careful planning of structured group sessions for all students. Standard II Individual Planning The professional school counselor implements the Individual Planning Component by guiding individuals and groups of students and their parents through the development of SEPs and career awareness activities. Standard III Responsive Services The professional school counselor implements the Responsive Services Component through the effective use of individual and small group counseling, consultation, and referral skills. Standard IV System Support The professional school counselor implements the System Support Component through effective guidance program management and support for other educational programs. *Standards, Domains and general descriptions adapted from the Utah State Office of Education s Model Evaluation Form for Secondary Professional School Counselors which was adapted from the Professional School Counselor Evaluation Criteria with Descriptors, State of Missouri.

2 The Four Domains* of Elementary Counseling Responsibility For the Salt Lake City School District Counselor/Educator Evaluation System DOMAIN 1 GUIDANCE CURRICULUM 1A. Plans guidance curriculum for the classroom based on student needs 1B. Uses effective instructional strategies when implementing guidance curriculum 1C. Promotes staff involvement to ensure the effective implementation of guidance curriculum DOMAIN 2 INDIVIDUAL PLANNING 2A. Assists students in self-discovery, reflection and knowledge DOMAIN 3 RESPONSIVE SERVICES 3A. Counsels individual students and small groups of students with identified needs 3B. Consults effectively with parents, teachers, administrators and other relevant individuals regarding individual students needs DOMAIN 4: SYSTEM SUPPORT 4A. Collaborates effectively as a member of the school team 4B. Demonstrates a commitment to ongoing professional growth 4C. Demonstrates professional and responsible work habits 4D. Follows the profession s ethical and legal standards and guidelines, as well as promotes cultural diversity and inclusivity in school policy and interpersonal relationships *Standards, Domains and general descriptions adapted from the Utah State Office of Education s Model Evaluation Form for Secondary Professional School Counselors which was adapted from the Professional School Counselor Evaluation Criteria with Descriptors, State of Missouri.

3 DOMAIN I. Elementary Counselor Evaluation Guidance Curriculum PROFESSIONAL A. Plans guidance curriculum for the classroom based on student needs 1. Makes developmentally appropriate classroom guidance presentations Counselor works closely with classroom teacher to make presentations appropriate for age level recognize the developmental needs of students and does not plan guidance curriculum accordingly 2. Posts schedule of guidance activities 3. Serves as Prevention Specialist for programs within the school Counselor s schedule is posted and meets Comprehensive Guidance criteria Counselor acts as a resource to teachers and administrators for prevention materials, curriculum and presentations and attends district level monthly counselor meeting Counselor s schedule is not posted or does not meet criteria Does not supply prevention materials and is not a resource for the prevention needs of the school B. Uses effective instructional strategies when implementing guidance curriculum 1. Establishes a respectful learning environment and manages the classroom group effectively Counselor manages classroom effectively when implementing guidance curriculum utilize effective classroom management strategies when implementing guidance curriculum 2. Communicates clearly and uses effective questioning strategies and discussion techniques to engage students Counselor uses clear communication and effective questioning and discussion techniques in order to engage all students Counselor uses unclear communication and little or no effective questioning or discussion techniques, thereby involving few students in the learning process

4 DOMAIN I. Elementary Counselor Evaluation Guidance Curriculum 3. Is responsive to students skills, knowledge, and interests PROFESSIONAL Counselor displays an understanding of students skills, knowledge (including those with special needs) and interests, and is responsive in the classroom to this information Counselor displays little understanding of students skills, knowledge and interests and is not responsive in the classroom to this information C. Promotes staff involvement to ensure the effective implementation of guidance curriculum 1. Works effectively with classroom teacher(s) for scheduling and support of prevention curriculum as presented by counselor Counselor effectively organizes the implementation of prevention curriculum with appropriate classroom teacher(s) effectively coordinate prevention curriculum with appropriate teacher(s), thereby impeding the implementation of curriculum.

5 DOMAIN II. Elementary Counselor Evaluation Individual Planning PROFESSIONAL A. Assists students in determining their abilities, achievements, interests and goals through the Student Education Occupation Plan (SEOP) 1. Participates in IEP, 504 or SEP meetings as needed Counselor serves as a resource in the IEP, 504 or SEP process Counselor shows little cooperation for the IEP, 504 or SEP process 2. Assists students and parents with resolving attendance/truancy issues 3. Refers to and attends pre-court hearings with students and parents 4. Establishes follow-up procedures for referred students Counselor makes phone calls, sends district letters, provides incentives, and makes home visits when needed as action oriented strategies to resolve attendance/truancy issues Counselor provides documentation of interventions and represents school at pre-court hearings Counselor has developed an effective method of follow-up with students who have been referred Counselor shows no cooperation or respect for parents and students in regards to resolving attendance/truancy issues attend hearings or provide adequate information of students attendance do any follow-up on referred students 5. Advocates for students by promoting equal educational opportunities for all Counselor shows sensitivity to cultural differences and is aware of and comfortable with different value systems and life experiences Counselor disregards the cultural diversity of students and families

6 DOMAIN III. Elementary Counselor Evaluation Responsive Services PROFESSIONAL A. Counsels individual students and small groups of students with identified needs 1. Informs students, parents, teachers, and administrators about the process used to refer students for individual or small group counseling Counselor is efficient, thorough, and resourceful about outlining for students, parents, teachers, and administrators how to refer students for individual or small group counseling articulate to appropriate parties how to refer students for individual or small group counseling 2. Provides individual and small group counseling as needed 3. Adheres to the Family Educational Rights and Privacy Act (FERPA) 53A by receiving parental permission for individual or group counseling 4. Demonstrates the use of developmentally appropriate small group and individual techniques that are relevant to both the topic and the students needs Counselor implements individual or small group counseling as needed to appropriate students Counselor follows FERPA guidelines in receiving parental permission for individual or small group counseling Counselor utilizes techniques that are developmentally appropriate to both topic and student needs when engaging in individual or small group counseling provide individual or small group counseling to students when needed receive parental permission for individual or small group counseling utilize the developmentally appropriate techniques used for both small group or individual counseling B. Consults effectively with parents, teachers, administrators and other relevant individuals regarding individual student s needs 1. Assists with crisis interventions or conflict resolution Counselor is aware of and adheres to District Crisis Intervention policy Counselor is unaware of and does not adhere to District Crisis Intervention policy

7 DOMAIN III. Elementary Counselor Evaluation Responsive Services 2. Makes referrals to agencies or other resources 3. Offers classes, training, meetings, etc. to encourage parent involvement 4. Works closely as a team with district program specialists or other assigned school members to facilitate needs of the student PROVESSIONAL Counselor has developed and maintained appropriate/effective referral sources both within the district and the community for students needs Counselor creates a climate of open communication with parents to encourage parent/community involvement Counselor collaborates well with the district program specialist or other assigned school members to meet the needs of the student develop or maintain appropriate referral sources both within the district and the community Counselor creates an atmosphere of closed communication with the parent/community collaborate with other team members 5. Uses discretion in handling confidential information and difficult situations Counselor knows how to be discrete in handling confidential information and in dealing with difficult situations Counselor is indiscrete in handling confidential information and in dealing with difficult situations

8 DOMAIN IV. ELEMENTARY COUNSELOR EVALUATION SYSTEM SUPPPORT PROFESSIONAL A. Serves as an effective member of the School Team meeting students needs 1. Attends faculty meetings, in-service training, etc. Counselor regularly attends faculty meetings, and inservice training attend required meetings 2. Develops, maintains, and implements developmental guidance programs consistent with identified student needs through both formal and informal needs assessments 3. Attends SIC/SCC meetings as requested and attends SSC as required Counselor utilizes identified student needs from both formal and informal needs assessments when designing guidance program activities Counselor is willing to serve on SIC/SSC committee when requested and will serve on SSC committee as per written agreement Counselor disregards identified student needs when designing guidance program activities participate on school committees (SIC/SCC, SSC) 4. Serves on building level and district level committees as appropriate 5. Meets professional standard of managing the resources of time, people and materials 6. Participates in activities that contribute to the effective operation of the school 7. Develops and maintains supportive collegial relationships with faculty, staff and administration in the best interest of students and for the betterment of the school 8. Communicates with administrators about guidance program and counselor activities Counselor willingly serves on both building level and district level committees as appropriate Counselor manages time, people and materials well Counselor is available and willing to participate in activities that enhance the school climate Counselor works well with other school personnel in the best interest of both students and the school district Counselor meets as needed to keep administrator informed of program and activities serve on either building level or district level committees as necessary manage resources well Counselor is not supportive to activities that enhance the school climate Counselor is uncooperative about working with other school personnel to insure the best interest of both the students and the school district provide information for administrator regarding program and activities

9 DOMAIN IV. ELEMENTARY COUNSELOR EVALUATION SYSTEM SUPPPORT 9. Conducts informal surveys and needs assessments with teachers and parents to determine program direction and effectiveness 10. Submits calendar schedule or weekly log to administrator, as requested PROFESSIONAL Counselor utilizes identified teacher and parent needs to determine program direction and effectiveness Counselor is well organized as demonstrated by using calendar schedule and or weekly log B. Demonstrates a commitment to ongoing professional growth 1. Counselor demonstrates professional growth 2. Keeps abreast of developments in the counseling profession Counselor is involved in appropriate professional organizations, college coursework, workshops, and conferences Counselor is aware of current developments in the counseling profession Counselor disregards identified teacher and parent needs when determining program direction and effectiveness Counselor is unorganized and does not use a calendar schedule or weekly log participate in appropriate professional organization, college coursework, workshops and conferences Counselor is unaware of current trends in the counseling profession C. DEMONSTRATES PROFESSIONAL AND RESPONSIBLE WORK HABITS 1. Carries out responsibilities promptly and accurately in accordance with established job description Counselor carries out responsibilities as established by job description in a prompt and accurate manner Counselor disregards responsibilities as defined by job description 2. Meets professional standards of managing the resources of time, people and materials 3. Uses flexible scheduling as appropriate to allow for meeting with parents, serving on committees, etc. (as per Written Agreement) Counselor manages time, people and materials well Counselor arranges flexible schedule to accommodate meetings with parents/guardians, serve on committees, etc. manage resources well Counselor will not arrange flexible schedule to accommodate meetings with parents/guardians, serve on committees, etc.

10 DOMAIN IV. ELEMENTARY COUNSELOR EVALUATION SYSTEM SUPPPORT PROFESSIONAL 4. Accepts and uses both formal and informal constructive feedback as the basis for modifying performance Counselor modifies performance based upon constructive feedback acknowledge constructive feedback as the basis for modifying performance D. Follows the profession s ethical and legal standards and guidelines, as well as promotes cultural diversity and inclusiveness in school policy and interpersonal relationships 1. Adheres to district policies and legal guidelines Counselor knows and adheres to both district policies and legal guidelines know or adhere to both district policies and legal guidelines 2. Maintains confidentiality when appropriate 3. Is respectful of the diverse values of the students, school staff and the community 4. Promotes cultural diversity and inclusiveness within the school Counselor maintains confidentiality when appropriate Counselor demonstrates respect for the diverse values of students, school staff, and the community Counselor promotes cultural diversity and inclusiveness in both school policy and interpersonal relationships maintain confidentiality as appropriate Counselor is disrespectful of the diverse values of students, school staff, and the community promote cultural diversity and inclusiveness

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