1 Eugene School District 4J Professional School Counselor Rubric Using leadership, collaboration and advocacy, the Professional School Counselor plans, delivers, manages and promotes a comprehensive guidance and that focuses on student needs and outcomes. As an integral component of the school s academic mission, the Comprehensive Guidance and Counseling Program provides systematic, developmental, culturally responsive guidance and counseling essential to the success of each and every student. Data driven and student centered, the Comprehensive Guidance and Counseling Program focuses on the needs, assets and potential of each student in the areas of academic, social/emotional, career, and community involvement. Definitions and Acronyms ASCA America School Counselor Association CGCP Comprehensive Guidance and Counseling Program PSC Professional School Counselor OCGCF Oregon Comprehensive Guidance Counseling Framework OSCA Oregon School Counselor Association SIP School Improvement Plan TSPC Teacher Standards and Practice Commission Yearly Action Plan A document that guides the action plan for the Counselor for the year, including goal based actions, program delivery, development, and collaboration. Domain 1: Foundations The Professional School Counselor plans and designs a comprehensive, systemic school that is aligned with the school and district strategic plans as well as state and national standards. 1.1 The PSC incorporates and aligns the comprehensive school mission, beliefs, and philosophy with district and school goals and improvement plans. 1.2 The PSC utilizes the OCGCF and ASCA national standards to develop the content and the CGCP. 1.3 The PSC utilizes data sources, needs assessments, and time/task analyses to plan and organize a CGCP and develop a Yearly Action Plan that promotes and enhances student development in the four domains (Academic, Social/Emotional, Career, and Community Involvement). Demonstrates little Can locate and Creates\refines and Annually reviews\revises knowledge of the CGCP articulate the mission, displays the and embeds the mission, mission, beliefs, and beliefs, and philosophy counseling mission, beliefs, and philosophy philosophy. Does not of the CGCP. beliefs, and in the delivery system articulate the However, shows no philosophy. design. Incorporates relationship between evidence of recent Articulates with ongoing stakeholder these foundational review and limited stakeholders. Mission communication. Mission components and the connections to current reflects student needs, reflects student needs, design of the school student and alignment with aligns with school-wide. school-wide goals. goals, and includes desired long-range Does not demonstrate use of the ASCA or OCGCF standards to develop lesson plans and other components of the CGCP. Does not plan a CGCP that includes the four domains. Recognizes and sometimes incorporates the ASCA and OCGCF standards and competencies in lesson plans and activities. Utilizes limited collaboration in planning a comprehensive program. One or more domains may not be addressed in the program design. 1 Implements a school to comprehensively address both ASCA and OCGCF student and School Counselor standards. Designs a collaborative schoolwide, cross curricular delivery system reflecting all four domains that engages school staff, administration, and stakeholders. results. Annually evaluates, revises, and implements the program aligned with both ASCA and OCGCF student and School Counselor standards. Collaborates with Counselors across programmatic levels within the school s feeder system. Engages stakeholders to design a school-wide, crosscurricular delivery system reflecting all four domains.
2 Is there a demonstrated understanding of OCGCF/ASCA standards? Is there a demonstrated understanding of district and school mission, beliefs, and philosophy? Are the district and school mission, beliefs and philosophy published or displayed for stakeholder view? How does the PSC incorporate the four domains in the delivery of the school? Lesson/guidance/curriculum plans and calendars (reflecting four domains) Annual goals and results of needs assessments Counselor communication to stakeholders (students and families, staff, site council, community, district), for example website, newsletter, handbooks, meetings, workshops, annual review of program, etc. Domain 2: Delivery System The Professional School Counselor delivers developmental and comprehensive program content to students, parents, staff and the community through direct and indirect services and a variety of program delivery methods. 2.1 Guidance Curriculum The Guidance Curriculum is culturally relevant, developmental, differentiated, preventative, proactive, and comprehensive in content, scope, and sequence. It is systematically delivered by School Counselors in collaboration with other staff in classroom and group settings. Content focuses on student development in the four program domains: Academic, Career, Social/Emotional, and Community Involvement. 2.2 Individualized Planning The PSC coordinates ongoing systemic activities to assist students in establishing developmentally appropriate personal, academic, career, and community involvement goals. These activities support the development of the Education Plan that personalizes each student s learning and documents the progress and achievement through the Education Profile. 2.3 Responsive Services The purpose of responsive services is to collaborate with and intervene on behalf of each student whose immediate needs, concerns, or problems are impeding his or her educational progress or well-being. Responsive services may include counseling in individual, small group, or family settings and must be culturally aligned and affirming. Presents minimal Provides some Consistently delivers Highly skilled in evidence that a comprehensive systematic, delivery of systematic, comprehensive guidance comprehensive guidance comprehensive guidance curriculum, curriculum in all content guidance curriculum. curriculum is inconsistent in domains for all students. High level of delivered on a systematic delivery collaboration with consistent basis to and content (four other staff to utilize a support student domains) and/or wide array of strategies development in all students. that address the four the four domains. content domains. Minimal implementation activities to assist students in establishing personal, academic and career goals. Little or no documentation to support the development of a student s Individual Education Plan and Profile. Ineffective and limited response to individual student needs, collaboration and referral with parents and other educators and school wide response services (e.g. crisis, tragedy). Inconsistent activities and limited use of strategies to assist students in establishing personal, academic, career, and community involvement goals. Minimal documentation to support the development of a student s Individual Education Plan and Profile. While not always effective or timely, attempts to meet individual student needs or concerns, collaborates, and provides referral services and responses to school-wide crisis situations. Consistent systematic activities with students using a variety of strategies to establish personal, academic, career, and community involvement goals. Evidence of collaboration with staff, parents and community resources to personalize each student s learning. Consistent documentation to support the development of a student s Individual Education Plan and Profile. Actively implements effective and timely responsive services to meet individual student and/or school-wide Consistently collaborates and provides appropriate referral services. Collaborates and provides referral services and response to schoolwide crisis situations. Demonstrates proactive, systematic engagement of students in the development of their personal, academic, career, and community involvement goals and creation of an Educational Plan and Profile. The PSC leverages the plan profile to engage and motivate students to initiate connections to resources and take action on their plan. Proactively plans and provides leadership in order to systemically initiate responsive services which address student strengths and needs as well as school and/or district needs, including development of crisis response. 2
3 Cont 2.3 Responsive Services: Services may include referral for additional assistance and consultation and collaboration with parents, teachers, other educators and community organizations. Responsive services may also involve crisis, tragedy, or trauma on a school or community level. 2.4 System Support and Integration PSCs contribute their knowledge, skills and leadership to promote the integration of the framework, content, and resources into the overall SIP. The PSC coordinates the the program, provides professional development to staff who deliver program content, pursues community referral resources for student support and seeks feedback about the program for continuous improvement. The PSC coordinates and manages the through collaboration, effective communication, systemic planning, and continuous improvement. Does not contribute knowledge, skill, and leadership to promote integration of the program framework into the SIP. Insufficient oversight of implementation, limited/no inservice instruction or solicitation of feedback from other staff. Some contribution of knowledge, skill, and leadership to promote integration of the program framework into the SIP. Occasional oversight of implementation, limited/no inservice instruction or solicitation of feedback from other staff. Maintains and enhances program implementation and integration in the SIP. Provides in-service instruction and solicits feedback from other staff. Initiates and provides leadership for systemic change in professional development, consultation, collaboration, and program management at the building and/or district level. Does the PSC offer support groups for various needs? Does the PSC offer office hours for individual counseling? Does the PSC respond to referrals in a timely manner? Does the PSC respond in a timely and effective way to needs presented by students, parents, staff, and the community? Does the PSC data support and demonstrate responsive services? Does the PSC collaborate with other educators, parents and the community to provide culturally responsive services? Does the PSC plan, lead, and coordinate guidance curriculum? Does s/he provide leadership in implementation? Individualized Education Plan and Profile Naviance Collaboration on Functional Behavior Assessment and Behavior Plans Culturally inclusive curricular, instructional, and program plans Posted schedule of groups, including parent nights and post-secondary planning Documentation of AVID support/activities Needs Assessment survey results Tracks and monitors student progress towards graduation Annual Agreement, Yearly Action Plan, and Master Calendar Supports school crisis team Facilitates and/or leads professional learning in support of the program Posted schedule of groups, including parent nights and post-secondary planning Domain 3: Management The Professional School Counselor manages a developmental, comprehensive, data-driven school. 3.1 The PSC collaborates with school administration to develop a Yearly Action Plan focused on the School Counselor s role within the CGCP and the SIP. Does not communicate Communicates with Collaborates with Documents ongoing or collaborate with school administration to administration to create a communication with school administration establish an agreement detailed Yearly Action administration to review about School about the Counselor role Plan to align with the and revise the Yearly Counselor s role in the in the school. ASCA Model/OCGCF. Action Plan to school. No verbal or Counselor activities and continually improve written Yearly Action practices are aligned with practices. Counselor Plan exists. the terms of the activities and practices agreement. are guided by the terms of the agreement. 3
4 3.2 The PSC participates in the design and school guidance curriculum and Yearly Action Plan aligning both school and school goals. 3.3 The PSC organizes and manages time and activities toward an effective CGCP for all students. An annual Master Calendar of guidance and counseling activities and services is produced and communicated to staff, students, and parents. Minimal evidence of participation in the design and guidance curriculum and action plans. Makes minimal effort to organize time in support of effective objectives. While not always effective, attempts to implement guidance curriculum and action plans. Understands the value of organizing and allocating time, but does not provide an effective school CGCP for all students. Creates and/or implements guidance curriculum and action plans. Clear alignment with school and program goals. Effectively organizes and allocates time to ensure effective implementation of a comprehensive, prevention based CGCP for all students. Pursues opportunities to connect with students individually, in a small group, or classroom setting on a regular basis. Continually refines and implements guidance curriculum and action plans. Shares results with stakeholders and seeks input for improvement. Maximizes time management through an organized, collaborative process of partnering with others to ensure the delivery of a comprehensive, prevention based school designed to maximize student success. Is an annual agreement, developed with building administration, in place that promotes a climate of respect and learning? In what ways does the PSC participate in the design/ school and action plans? How does the PSC collaborate with other staff members and administrators to provide an effective school? Documentation of active participation between Counselors and administration Presence of active annual agreement which includes action plans with measureable results Daily, weekly, and long-term plans are maintained Time task analysis District s Professional Counselor Cohort Meeting agendas/minutes Master Calendar of guidance and counseling activities Domain 4: Accountability The Professional School Counselor monitors and evaluates the processes and results of the comprehensive school. 4.1 The PSC collaborates with school teams to collect and analyze data for school goals, activities, and interventions. 4.2 The PSC helps design and implement a collaborative monitoring system to assess whether students are on grade level, in order to improve student academic success in school. Provides minimal evidence of data collection for school counseling activities. Rarely provides evidence of monitoring systems in place. Sometimes analyzes data for school counseling activities. Attempts to develop some interventions, based on data analysis. Attempts to use and/or partial development of monitoring systems that may be appropriate to the school or students. Collects, analyzes, and uses process, perception, and results data to determine the effectiveness of activities and interventions. Modifies program to improve outcomes. Develops, implements, and/or utilizes effective monitoring systems and consistently utilizes them to monitor and support student and school success. Collects process, perception, and results data to determine the effectiveness of school counseling activities and interventions. Uses data sharing strategies with stakeholders to promote systemic improvement. Integrates a comprehensive monitoring system using individual student data and other early warning signs to identify at-risk students. Processes and procedures are in place to support these students. 4
5 4.3 The PSC provides an annual calendar of activities and results reports which summarize and monitor annual program activities and interventions and which reflect the goals of the Yearly Action Plan. 4.4 The PSC conducts an assessment of the school and uses it to guide program improvement, develop annual goals, build the Yearly Action Plan, and initiate system change. Provides no evidence that results reports will be completed and submitted on time. Written results reports are not completed or submitted on time. Provides no evidence that data reports are used to guide program improvement. Does not conduct program assessment. Provides vague results reports related to the program and student outcomes. Provides evidence that guidance curriculum data is used for school design and improvement. Completes a program assessment, but provides no evidence of using the results to drive program improvement. Provides timely results reports with process, perception, and results data for school guidance curriculum activities. Uses guidance curriculum results to evaluate program effectiveness and to determine future activities and interventions. Conducts a program assessment and uses it as a guide to make program improvements and set annual goals. Provides timely results reports that are clearly aligned with school goals. High quality process, perception, and results data are included and shared with stakeholders for continuous improvement. Efficiently uses results reports to proactively design curriculum in collaboration with advisory council and other stakeholders. Initiates and completes a thorough program assessment, involving stakeholders. Integrates audit results in the design and modification of the comprehensive school. Does the PSC conduct a program assessment? Does the action plan show results? Are they used to shape the program? Is there evidence that information is shared with stakeholders to improve the guidance curriculum? How is the Counselor assisting in the design and a collaborative monitoring system? Data team or IIPM notes Collects, evaluates, and shares data with stakeholders on a continuing basis Documentation of how collaborative monitoring system is supporting students Domain 5: Leadership and Advocacy The Professional School Counselor is a student advocate, leader, collaborator and systems change agent. 5.1 The PSC leads and advocates for the school within the counseling department, school setting, district, and community. 5.2 The PSC advocates for the personal, academic, career, and community involvement success of each and every student at every grade level. The PSC demonstrates sensitivity to issues related to gender, Does not regularly attend Sometimes Takes a leadership role in Pursues leadership mandated school or demonstrates a meetings and activities opportunities for district meetings. Does leadership role in designed to plan curriculum, stakeholder collaboration. not participate in school/district coordinate resources, and Shares responsibility for collaborative activities. meetings and address school district decision-making and activities, but with and/or community accountability to facilitate minimal engagement. student success. Does not demonstrate advocacy in addressing needs of students. Does not collaborate with other to provide structures of support that addresses needs of and removes barriers for students. Does not demonstrate sensitivity to gender, sexual identity and economic status, Limited advocacy in addressing student Minimally collaborates to provide structures of support that addresses needs of and removes barriers for students. Inconsistent demonstration of sensitivity to gender, sexual identity and 5 Actively advocates for the success of every student. Consistently and effectively collaborates with others to address student needs and remove barriers for students towards their success. Demonstrates inclusive practices and sensitivity towards students specific to gender, sexual identity and economic status, ethnicity, race, language, and religion. Demonstrates leadership in advocacy of the success of every student. Actively initiates, builds and sustains collaborative partnerships with parents, school, district staff, and the community to remove barriers to learning, provide services and initiate system change in service of all students. Demonstrates, models, and collaborates with other
6 sexual identity and orientation, social and economic status, ethnicity, race, language, and religion. 5.3 The PSC works proactively using qualitative and/or quantitative data to identify and remove barriers to student achievement, provide needed support services, and to recommend systemic change in policy and procedures that may limit equity, access, or student achievement. 5.4 The PSC advocates for the success of all students by collaborating and partnering with other stakeholders in school teams that provide individualized student supports. ethnicity, race, language, and religion. Guidance and counseling program content and activities are not responsive to students identity, strengths and Cannot articulate or locate school policy and procedures. Misinterprets policy when approached by others with concerns of fairness. Minimal evidence of advocating for policy or procedural change to improve student success. Rarely attends team meetings for students on caseload and/or is not adequately prepared to support the development of effective student academic or support plans. economic status, ethnicity, race, language, and religion. Guidance and content and activities are inconsistently responsive to students identity, strengths and Has a basic knowledge of school policies and procedures. Occasionally uses data to inform recommendations. Demonstrates limited consultation and collaboration with parents, teachers, administrators, and other team members. Guidance and counseling program content and activities are inclusive and responsive to students identity, strengths and Demonstrates clear understanding of school policies and procedures. Consistently uses data to design recommendations which promote academic achievement and equity. Prepares in advance by examining and analyzing individual student data and regularly participates in student support teams. Advocates for individualized plans, resources and service to support student success. Engages stakeholders in respectful communication that supports student success. staff on inclusive practices and sensitivity to gender, sexual identity and economic status, ethnicity, race, language, and religion. Pursues on-going professional learning and skill building around practices that are inclusive, asset-based and responsive to students identity, strengths and Displays extensive knowledge of both school and district policies and procedures. Uses data to drive recommendations that shape policy and procedure for systemic improvement aimed at improving student success. Partners with school staff, parents, and community stakeholders to ensure appropriate student support teams are in place and aligned with best practices. Knows and uses an effective consultation model with corresponding data in working with these partners. This includes the development and action plans. How does the PSC show leadership and advocacy in the school? How does the PSC collaborate with stakeholders for systemic change? Does the PSC initiate communication about program and student advocacy within the staff and community? Does the PSC provide professional development for staff? Does the PSC facilitate or attend data team meetings? Documentation of initiating activities/programs to further enhance systems Documentation of involvement in building leadership, site council, data teams as well as district, state, national work Domain 6: Professional Learning and Ethical Practice The Professional School Counselor adheres to professional ethical standards, policies, and laws in conduct and practices. The PSC demonstrates competence in the attitudes necessary to plan and deliver equity-based, comprehensive guidance and counseling with a focus on continuous improvement and openness to feedback about professional growth. 6
7 6.1 Ethics and Standard The PSC adheres to professional ethical standards, policies, and laws in conduct and practices as directed by TSPC, ASCA, OSCA, Administrative Rules, and district policy. 6.2 Skills and Knowledge The PSC demonstrates competence in the attitudes necessary to plan, organize, deliver, and evaluate a counseling program that aligns with national standards. The PSC reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships. 6.3 Professional Growth and Development The PSC pursues professional growth and continuous improvement in the attitudes necessary to provide and enrich a CGCP through the development of a Yearly Action Plan. Demonstrates Demonstrates limited inadequate knowledge understanding of of federal, state, and federal, state, and district regulations and district regulations and policies. policies. Inconsistent and limited demonstration of knowledge, skills, and attitudes as well as aligned action. Lacks awareness of own personal biases and their impact on relationships. Does not take into account student differences in ways that support counseling services. Rarely engages in professional learning opportunities (at the district and school level). Is the PSC able to maintain positive human relations and communication with students, parents, and staff? Does the PSC adhere to TSPC professional and ethical standards? Does the PSC show or reflect cultural awareness in his/her counseling activities? Adequate demonstration of attitudes as well as aligned action. Acknowledges student differences and addresses some individual student Engages in professional learning opportunities (at the district and school level), but demonstrates little or no new knowledge and skills. 7 Demonstrates thorough understanding and fully complies with federal, state, and district regulations and policies. Conducts self in a professional and ethical manner when dealing with students, family members and colleagues. Consistently demonstrates attitudes as well as aligned action. Incorporates culturally responsive counseling services. Continues to deepen understanding of student differences and explores ways to address individual student Engages in professional learning opportunities (at the district and school level) based on selfassessment. Implements new knowledge and skills. Demonstrates an understanding of the larger context of public education policy by staying abreast of changing laws and ethical standards, through literature, professional development or activities. Models the highest legal and ethical standards, ensuring that professional practices support the success of all students and their individual rights. Models and collaborates to increase knowledge, skills, and attitudes. Collaborates to implement aligned action plan. Transcending their own bias, the Counselor utilizes a variety of approaches to understand students diverse needs and maintains a belief in all students capacity for success. Initiates and pursues professional learning opportunities (at the district and school level) and actively shares expertise with others. Engages in professional networking activities and regularly reviews research, articles, and journals. Documentation of professional membership (such as ASCA/OSCA) School Counselor website/brochures/calendar/newsletter Annual Agreement Documentation of professional conferences attended Participation in professional development related to cultural competency Participation in the district s professional Counselor cohort (PDUs) Documentation of initiating support services and programs for specific student populations Documentation capturing inclusive practices and sensitivity to diversity