North Dakota PROGRAM REVIEW FOR SCHOOL COUNSELING PROGRAMS
|
|
- Miranda Logan
- 5 years ago
- Views:
Transcription
1 North Dakota PROGRAM REVIEW FOR SCHOOL COUNSELING PROGRAMS District: Enrollment: Evaluator: School: Grades in School: Date of Evaluation: *Adapted from the American School Counseling Association National Model: A Framework For School Counseling Programs, 3 rd Edition Page 1
2
3 PROGRAM REVIEW FOR SCHOOL COUNSELING PROGRAMS Foundation The School Counseling Program s foundation serves as the solid ground upon which the rest of the comprehensive School Counseling Program is built. This includes program focus, student competencies, and professional competencies. Program focus Belief system Reflects all students ability to achieve. Belief system Reflects most students ability to achieve. Belief system Reflects some students ability to achieve. Belief system Reflects few students ability to achieve. focused on student outcomes Consistently supports all student developmental needs. Supports most student developmental needs. Occasionally supports student developmental needs. Rarely supports student developmental needs. Vision Statement Clearly states the best possible student outcomes. Vision Statement States the possible student outcomes. Vision Statement Vaguely states possible student outcomes. Vision Statement Fails to state student outcomes. posted vision statement in multiple locations Is inspiring and achievable. Is somewhat inspiring and achievable. Is either inspiring or achievable. Is neither inspiring nor achievable. Mission Statement Reinforces the school district s mission. Mission Statement Aligns with the school district s mission. Mission Statement Fails to align with the school district s mission. Mission Statement Not stated or inconsistent with the school district s mission. posted mission statement in multiple locations Strongly advocates for all students. Advocates for students. Advocates for some students. Fails to advocate for students. Program Goals Program Goals Consistently addresses all three Frequently addresses all three domains (academic, career, personal/ domains (academic, career, social). personal/social). Program Goals Rarely addresses all three domains (academic, career, personal/social). Program Goals Fails to address all three domains (academic, career, personal/social). SMART Goal template Annual agreement School Data Profile template Closing the Gap Action Plan Calendar Counselor s goals for the counseling program are clear and highly appropriate to the setting and the students served. Counselor s goals for the counseling program are suitable to the setting and to the students served. Counselor s goals for the counseling program are vague and are partially suitable to the setting and the students served. Counselor has no clear goals for the counseling program, or they are inappropriate to either the setting or the students served. Student Competencies All standards, competencies, and indicators are identified and consistently align with program beliefs, vision, mission and goals. Some standards, competencies, and indicators are identified and align with program beliefs, vision, mission and goals. Standards, competencies, and indicators are rarely identified or aligned with program beliefs, vision, mission and goals. Standards, competencies, and indicators are not identified or fail to align with program beliefs, vision, mission and goals. ASCA National Standards ND State Standards Framework for 21 st Century Learning Six Pillars of Character National Career Development Guidelines *Adapted from the American School Counseling Association National Model: A Framework For School Counseling Programs, 3 rd Edition Page 2
4 Professional School Counselor Competencies Competencies Assessment Reflecting on Practice School Counselor annually selfevaluates using the ASCA School Counselor Competencies. Reflecting on Practice School Counselor occasionally selfevaluates using the ASCA School Counselor Competencies. Reflecting on Practice School Counselor seldom selfevaluates using the ASCA School Counselor Competencies. Reflecting on Practice School Counselor fails to selfevaluate using the ASCA School Counselor Competencies. Counselor s reflection is highly accurate and objective, citing specific positive and negative characteristics and making specific suggestions for alternative strategies. Counselor s reflection is accurate and objective, citing general suggestions as to how the counseling program might be improved. Counselor s reflection on practice is moderately accurate and objective without citing specific examples and/or providing suggestions as to how it might be improved. Counselor does not reflect on practice, or the reflections are inaccurate or self-serving. results reports program goal analysis Showing Professionalism Consistently embraces the ASCA Ethical Standards in planning and implementing the School Counseling Program. Showing Professionalism Regularly adheres to the ASCA Ethical Standards. Showing Professionalism Has knowledge of and attempts to adhere to the ASCA Ethical Standards. Showing Professionalism Fails to have knowledge or adhere to the ASCA Ethical Standards. workshops on ethics journal articles on ethics ASCA website Participating in a Professional Community Counselor makes a substantial contribution to school/district events and assumes leadership with colleagues. Participating in a Professional Community Counselor participates actively in school/district events and maintains positive and productive relationships with colleagues. Participating in a Professional Community Counselor s relationships with colleagues are cordial, and counselor participates in school/district events when specifically requested. Participating in a Professional Community Counselor s relationships with colleagues are negative or selfserving, and counselor avoids being involved in school/district events. school district committees inter-agency committees professional development presentations professional organizations Engaging in Professional Development The district consistently offers financial support for professional development opportunities that enhance the school counseling program and school counselor s knowledge, skills and abilities. Engaging in Professional Development The district consistently offers and supports professional development opportunities that enhance the school counseling program and school counselor knowledge, skills and abilities. Engaging in Professional Development The district occasionally offers and supports professional development opportunities that enhance the school counseling program and school counselor knowledge, skills and abilities. Engaging in Professional Development The district rarely offers and supports professional development opportunities that enhance the school counseling program and school counselor knowledge, skills and abilities. Mid-Winter Conference with travel budget regional and national school counselor professional development opportunities Foundation Strengths: *Adapted from the American School Counseling Association National Model: A Framework For School Counseling Programs, 3 rd Edition Page 3
5 Program Management To effectively deliver the School Counseling curriculum and address the developmental needs of every student, the School Counseling Program must be efficiently managed. Professional Provided by a ND Masters Degreed No counseling services are ND Credentialed School Counselor. provided. Qualifications Provided by a Masters Degreed ND Credentialed School Counselor who continues to actively pursue professional development opportunities. Provided by a ND licensed teacher or a school counselor under a school counseling plan of study, or a CD 16 counselor working towards a Masters Degree. National Certification Teach graduate classes at a university Pursue Doctorate School Counseling Program Assessment School counselor annually completes a school counseling program assessment that is organized around clear goals and supported by data. School counselor occasionally completes a school counseling program assessment that is organized around clear goals and supported by data. School counselor seldom completes a school counseling program assessment and/or has a rudimentary program evaluation plan. School counselor fails to complete a school counseling program assessment, has no plan to evaluate the program, and resists evaluation suggestions. process data perception data outcome data Annual Agreement Annually reviews a written plan with administrator and consults with colleagues regarding program goals, use of time, professional collaboration and responsibilities. Annually reviews a written plan with administrator that includes program goals, use of time, professional collaboration and responsibilities. Incomplete annual agreement or not created collaboratively with the administrator. Fail to create a written annual agreement with administrator. calendars use of time templates ASCA annual agreement template program goals Advisory Council Advisory Council meets biannually and consists of students, parents, teachers, administrators, and community stakeholders to review and make suggestions to enhance the school counseling program. Advisory council meets annually and consists of a variety of stakeholders to review the school counseling program. Advisory Council does not meet regularly or have a varied representation of stakeholders. Does not have an Advisory Council. Advisory Council minutes Advisory Council member roster Advisory Council agenda Program Management Strengths: *Adapted from the American School Counseling Association National Model: A Framework For School Counseling Programs, 3 rd Edition Page 4
6 Delivery Delivery component focuses on the method of implementing the School Counseling Program to students both directly and indirectly. Direct Student Services At least monthly, delivers planned curriculum to classrooms or large groups of students at every grade level. Consistently delivers planned curriculum to classrooms or large groups of students at every grade level. Lacking a plan or inconsistently delivers a curriculum to classrooms or large groups of students at every grade level. Fails to deliver a planned curriculum to classrooms or large groups of students at every grade level. annual curriculum plan that includes academic, career, and personal/social domains career and college readiness plans Systematically identifies and Systematically identifies and provides intervention to individual provides intervention to individual and/or groups of identified students, and/or groups of identified students and measures the effectiveness of interventions Provides some individual and/or group counseling to identified students. Provides little individual and/or group counseling to identified students. pre-post assessments teacher/parent referrals student self-referrals Youth Risk Behavior Survey office referrals behavior reports grade reports Takes leadership in providing crisis prevention, intervention and postprevention support for all students. Provides support and assistance to students as they navigate critical and emergency situations. Provides some support and assistance to students in crisis situations. Provides little or no support or assistance to students in crisis situations. member of crisis team research best practices for crisis situations written crisis plan In-direct Student Services Actively fosters relationships with other programs within the school or district to meet student needs. Interacts with others to provide support for student achievement by way of referrals, consultation, and collaboration. Occasionally interacts with others to provide support for student achievement by way of referrals, consultation, and collaboration. Fails to interact with others to provide support for student achievement by way of referrals, consultation, and collaboration. IEP meetings PLC meetings staff meetings advisory boards ELL contact homeless liason Initiates and actively fosters relationships beyond the school to meet student needs. Interacts with others beyond the school to provide support for student needs. Occasionally interacts with others beyond the school to provide support for student needs. Fails to interact with others beyond the school to provide support for student needs. inter-agency meetings consultation with community professionals Counselor is proactive in providing information to families about the counseling program and about individual students through a variety of means. Counselor provides thorough and accurate information to families about the counseling program. Counselor provides limited, though accurate information, to families about the counseling program. Counselor provides no information to families about the counseling program. parent meetings web pages parent nights counseling brochures Delivery Strengths: *Adapted from the American School Counseling Association National Model: A Framework For School Counseling Programs, 3 rd Edition Page 5
7 Accountability To achieve the best results for students, school counselors regularly evaluate their program to determine its effectiveness. Program Results Curriculum results, small group results, and closing the gap results are regularly analyzed and implications are regularly considered for future program decisions. Curriculum results, small group results, and closing the gap results are occasionally analyzed and implications are considered for future program decisions. Curriculum results, small group results, and closing the gap results are rarely analyzed and implications considered for future program decisions. Curriculum results, small group results, and closing the gap results are not collected or analyzed. pre-post tests program evaluation surveys needs assessments feedback surveys promotion rates attendance rates number of discipline referrals GPA graduation rates Evaluation & Improvement School Counselor Competencies Assessment is carefully analyzed and is used to determine selfimprovement and professional development. School Counselor Competencies Assessment determines some selfimprovement and professional development. School Counselor Competencies Assessment has been completed, but is not used to determine selfimprovement and professional development. School Counselor Competencies Assessment is not completed. School Counselor Competencies Assessment template parent/teacher/student surveys evaluation of the school counselor by administrator Accountability Strengths: *Adapted from the American School Counseling Association National Model: A Framework For School Counseling Programs, 3 rd Edition Page 6
8 Learning Environment Students have access to resources that support their academic, person/social, and career needs including adequate certified staff, resource materials, and a welcoming counseling department. Staffing Counselor ratio adheres to the ASCA standards. (One counselor for every 250 students, K-12). Counselor ratio adheres to the ND standards. (One counselor for every 300 students, 7-12) (One counselor for every 450 students, K-6). The counselor ratio is not followed, and is above the North Dakota recommendations. The ASCA and ND standards are not considered in determining counselor ratios. NDCC ASCA recommendations School Environment Students seek out the counselor, reflecting a high degree of comfort and trust in the relationship and the counselor teaches students how to engage in positive interactions. Counselor s interactions with students are positive and respectful, and the counselor actively promotes positive student-student interactions. Counselor s interactions are a mix of positive and negative; the counselor s efforts at encouraging positive interactions among students are partially successful. Counselor s interactions with students are negative or inappropriate, and the counselor does not promote positive interactions among students. safety committee school behavior committee multi-cultural awareness positive student behavior celebrations/communication Resources and Materials The district annually reviews and financially supports providing a wide variety of innovative equipment and supplies. The district provides all necessary equipment and supplies. The district provides most of the necessary equipment and supplies. Counselors have limited resources and supplies. budget for resource materials technology Facility Counseling Center and counseling classrooms are conducive to learning and flexible to meet student s needs. Counselor facilities include private, sound proof office with room to facilitate small groups, in close proximity to classrooms, with adequate lighting, flexible to meet students needs, and locked file cabinets for confidentially. Counselors have many, but not all of the needed facilities to provide student services. Counselor has limited office space, but lacks many of the needed facilities to provide student services. Counselor has shared space without adequate lighting, privacy, locked file storage, or access to students. lighting, space, privacy, group space, parental information areas, computer and technical support, storage, and handicapped accessible Learning Environment Strengths: *Adapted from the American School Counseling Association National Model: A Framework For School Counseling Programs, 3 rd Edition Page 7
9 Summary (Calculations in this section must be done manually.) Topics Points Number of Categories Average Foundation of 56 Divided by 14 Program Management of 16 Divided by 4 Delivery of 24 Divided by 6 Accountability of 8 Divided by 2 Learning Environment of 16 Divided by 4 The goal for the Counseling Program would be moving towards a 4 in each of the five categories (Foundation, Program Management, Delivery, Accountability, and Learning Environment). Summary: *Adapted from the American School Counseling Association National Model: A Framework For School Counseling Programs, 3 rd Edition Page 8
DOMAIN 1 FOR SCHOOL COUNSELORS: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
DOMAIN 1 FOR SCHOOL COUNSELORS: PLANNING AND PREPARATION 1a: Demonstrating knowledge of counseling theory and techniques Counselor demonstrates little understanding of counseling theory and techniques.
Domain 1 for School Counselors: Planning and Preparation L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
Domain 1 for School Counselors: Planning and Preparation L E V E L O F P E R F O R M A N C E 1a: Demonstrating knowledge of counseling theory and techniques Counselor demonstrates little understanding
DANIELSON FRAMEWORK SCHOOL COUNSELORS
DANIELSON FRAMEWORK SCHOOL COUNSELORS DOMAIN 1: PLANNING AND PREPARATION Demonstrating knowledge of counseling theory and techniques Demonstrating knowledge of child and adolescent development Establishing
VOLUSIA FRAMEWORK FOR TEACHING School Counselor
1 UNSATISFACTORY Domain 1 : Planning and Preparation 1a: Demonstrating Knowledge of Content The rarely practices professional competence in the delivery of school counseling and student service delivery
DOMAIN 1: Planning and Preparation for School Counselors
DOMAIN 1: Planning and Preparation for School Counselors 1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent development 1c: Establishing
NORFOLK PUBLIC SCHOOLS SUMMATIVE GUIDANCE COUNSELOR EVALUATION. Summative Evaluation Directions
Counselor: Date: School Year: Building: Assignment: Evaluation Status: Summative Evaluation Directions The purposes of the summative evaluation conference are: 1) to review and discuss the contents of
WV School Counseling Program Audit
The program audit is used to assess the school counseling program in comparison with West Virginia s Model for School Counseling Programs. Audits serve to set the standard for the school counseling program.
Guidance Counselor -Observation and Performance Appraisal Rubric for Each Domain/Component. Domain 1: Planning and Preparation
Guidance Counselor -Observation and Performance Appraisal Rubric for Each Domain/Component Developing refers to instructors who have been teaching three years or less 1a. Demonstrating knowledge of counseling
APPR. Supplement B2. Specialized Services (School Psychologists, Counselors, Social Workers) August 30, 2012
APPR Supplement B2 Specialized Services (School Psychologists, Counselors, Social Workers) August 30, 2012 Frameworks for Specialized Services The Framework for Teaching is just that----a framework for
Lincoln Park Public Schools School Social Worker
Lincoln Park Public Schools School Social Worker School Social Worker: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning Social worker displays little Social worker displays foundational
Glossary for the Arizona Professional School Counselor Evaluation
Glossary for the Arizona Professional School Counselor Evaluation Accountability: Responsibility for one s actions, particularly for objectives, procedures and results of one s work and program; involves
Cobb Keys School Counselor Evaluation System Performance Rubric with Examples of School Counselor Evidence
Foundation Standard (F): The professional school counselor plans and organizes the foundation of a standards-based, data-driven comprehensive school counseling program that is aligned with the school strategic
Eugene School District 4J Professional School Counselor Rubric
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
AR TESS SCHOOL COUNSELOR RUBRIC
1a: Demonstrating knowledge of counseling theory and techniques DOMAIN 1: PLANNING AND PREPARATION Counselor demonstrates little or no understanding of counseling theory and techniques. 1a: Critical Attributes
Lincoln Park Public Schools School Social Worker
Lincoln Park Public Schools School Social Worker School Social Worker: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning 1a content and application in the practice of social work services
WV School Counseling Program Audit
The program audit is used to assess the school counseling program in comparison with West Virginia s Model for School Counseling Programs. Audits serve to set the standard for the school counseling program.
Standard 1: Planning and Evaluation of a Data- Driven Counseling Program
Professional School Counselors TEM Framework and Rubric.0 Revised December 0, 0 Standard : Planning and Evaluation of a Data- Driven Counseling Program / Significantly For Level 5, all evidence at Level
School Counselor Credentialing
School Counselor Credentialing Education Standards and Practices Board 2718 Gateway Ave, Suite 303 Bismarck ND 58503 701.328.9641 Required Graduate Core Counseling Coursework Elementary School Counseling
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Counselors
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Counselors Definition of an Effective School Counselor Effective school counselors are vital members of the education
Lincoln Park Public Schools School Psychologist Evaluation
Lincoln Park Public Schools School Psychologist Evaluation Psychologist: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning Psychologist uses a wide range of assessment Psychologist consistently
Lincoln Park Public Schools School Psychologist Evaluation
Lincoln Park Public Schools School Psychologist Evaluation Psychologist: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning Psychologist demonstrates little or no Psychologist inconsistently
Rise Indiana School Counselor Rubric
Rise Indiana School Counselor Rubric 1 Domain 1: Academic Achievement 1.1 The School Counselor Utilizes Data To Monitor Student Achievement And Works Collaboratively With Stakeholders To Enhance Student
REILEY ELEMENTARY SCHOOL
REILEY ELEMENTARY SCHOOL SCHOOL COUNSELING ADVISORY COUNCIL Initial Meeting December 1 st 2014 ROLE OF ADVISORY COUNCIL Introduction of Members Role of Advisory Council ROLE OF ADVISORY COUNCIL The advisory
Ohio Standards for the School Counseling Profession
Ohio Standards for the School Counseling Profession School counselor performance standards align with the American School Counseling Association (ASCA) National Model and contain the basic standards of
School Nurse Evaluation Rubric
COLLINSVILLE COMMUNITY UNIT SCHOOL DISTRICT NO. 10 School Nurse Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson* *Certified Specialist Input from
KENTUCKY FRAMEWORK FOR TEACHING
Charlotte Danielson (Adapted for Kentucky Department of Education) KENTUCKY FRAMEWORK FOR TEACHING Including crosswalk documents connecting to national professional organizations for each category of Other
Back to the Basics of the ASCA National Model for School Counseling
Back to the Basics of the ASCA National Model for School Counseling Cynthia J. Floyd NCDPI Consultant for School Counseling /e/ Cynthia.Floyd@dpi.nc.gov Objectives Participants will increase understanding
Westwood Public Schools. Teacher Evaluation Development Team. Guidance Counselor Self Reflection Rubrics
Teacher Evaluation Development Team s Adapted for the Westwood Public Schools Working Draft, Spring 2010 from the work of Marshall, Danielson & Westwood s PPEI I: Planning and Preparation Knowledge of
Lincoln Park Public Schools Occupational Therapist Evaluation
Lincoln Park Public Schools Occupational Therapist Evaluation Occupational Therapist: Evaluator: Date: DOMAIN: Planning and Preparation COMPONENT Ineffective 1Point Minimally Effective 2 Points Effective
The ASCA National Model: A Framework for School Counseling Programs. Program Audit
The ASCA National Model: A Framework for School Counseling Programs Program Audit The program audit is used to assess the school counseling program in comparison with ASCA s National Model for School Counseling
Psychologist uses a limited number of psychological instruments with little or no flexibility to evaluate students.
SCHOOL PSYCHOLOGIST S DOMAIN 1: PLANNING, PREPARATION AND CURRICULUM 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students -Use of appropriate, variety and current
School Psychologist Evaluation
1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students PROFESSIONAL PRACTICES OF SCHOOL PSYCHOLOGIST FOR DOMAIN 1: PLANNING AND PREPARATION little or no knowledge
DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT
DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION 1a: Demonstrating knowledge of and skill in using psychological instruments to evaluate students demonstrates little or no knowledge and skill
Kankakee School District No. 111 School Psychologist Performance Evaluation
Kankakee School District No. 111 School Psychologist Performance Evaluation School Year: 213-214 Job Classification: Certified Last Name: Document Type: Evaluation First Name: School: Department: Evaluator:
DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students Psychologist demonstrates little or no knowledge
SCHOOL COUNSELING MISSION STATEMENT
SCHOOL COUNSELING MISSION STATEMENT The mission of the counselors at Dexter High School is to provide high quality, comprehensive school counseling services to all students. Our program, as guided by the
DOMAIN 1: School Psychologists: Planning and Preparation
DOMAIN 1: School Psychologists: Planning and Preparation 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students 1b: Demonstrating knowledge of child and adolescent
DOMAIN 1 FOR SOCIAL WORKERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT
DOMAIN 1 FOR SOCIAL WORKERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a: Demonstrating knowledge of School Social Work practices, theory,
Guidance Expo October 21, 2015 Carol Dahir Ed.D Professor School Counseling Department NYIT cdahir@nyit.edu
Guidance Expo October 21, 2015 Carol Dahir Ed.D Professor School Counseling Department NYIT cdahir@nyit.edu How Far Down the Road Have You Come? Implementing a Comprehensive School Counseling Program Together,
Campbell County Middle School. Welcome! CCMS School Counseling Advisory Council Meeting #1
Campbell County Middle School Welcome! CCMS School Counseling Advisory Council Meeting #1 Role of an Advisory Council The advisory council is a group of members who meet twice a year to advise the counseling
SPEECH LANGUAGE PATHOLOGIST PERFORMANCE AND EVALUATION SYSTEM
SPEECH LANGUAGE PATHOLOGIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Speech Language Pathologist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher
Mountain Home School District #193 Formal School Counselor Evaluation Appendix C
Mountain Home School District #193 Formal School Evaluation Appendix C NAME: DATE: 1a Demonstrating Knowledge of Content and Pedagogy Knowledge of Content and Ethical Issues Knowledge of Prerequisite Relationships
Appraisal: Evaluation instrument containing competencies, indicators, and descriptors.
Academic Achievement: Attainment of educational goals as determined by data such as standardized achievement test scores, grades on tests, report cards, grade point averages, and state and local assessments
Professional School Counselor Effectiveness Rubric 2012
Professional School Counselor Effectiveness Rubric 2012 I. Overview II. Effectiveness Rubric a. Domain 1: Academic Achievement b. Domain 2: Student Assistance Services c. Domain 3: Career Development d.
Rubric for Evaluating North Carolina s School counselors
Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional
DRAFT For use in 2012-13 validation process only Rubric for Evaluating North Carolina s School counselors
Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional
Ohio Standards for School Counselors
Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...
EVALUATION RUBRICS FOR COUNSELORS
EVALUATION RUBRICS FOR COUNSELORS Standards & Elements The evaluation system for school counselors is based on 5 Standards and 13 Elements. These Elements describe important competencies of effective school
RUBRIC FOR SCHOOL SOCIAL WORKERS DOMAIN 1: PLANNING AND PREPARATION
RUBRIC FOR SCHOOL SOCIAL WORKERS DOMAIN 1: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT (BASIC) PROFICIENT DISTINGUISHED 1a: Demonstrating knowledge
NORFOLK PUBLIC SCHOOLS SUMMATIVE SCHOOL PSYCHOLOGIST EVALUATION. Summative Evaluation Directions
Psychologist: Date: School Year: Building: Assignment: Evaluation Status: Summative Evaluation Directions The purposes of the summative evaluation conference are: 1) to review and discuss the contents
School Psychologist Rubric Domain 1: Planning and Preparation LEVEL OF PERFORMANCE 1 UNSATISFACTORY 2 BASIC 3 PROFICIENT 4 DISTINGUISHED
School Psychologist Rubric Domain 1: Planning and Preparation 1a: Demonstrates knowledge of psychology and skill in using psychological instruments to evaluate students School Psychologist demonstrates
THE MICHIGAN COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAM
THE MICHIGAN COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAM Comprehensive school guidance and counseling programs are integral to the mission of the school. They are collaborative efforts benefiting students,
ALIGNING DANIELSON FRAMEWORK WITH ASCA s SCHOOL COUNSELOR COMPETENCIES AND ETHICAL STANDARDS
1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent behavior 1c: Establishing goals for the counseling program appropriate to the setting
2014 School Counselor Performance Appraisal Rubric SAU 21
Program Planning & Implementation Standard 1: Rating 4 Highly Effective Rating 3 Effective Rating 2 Improvement Comprehensive School Counseling Program School counselors collaboratively plan, implement,
SWCCCASE SPECIAL EDUCATION SCHOOL NURSE PERFORMANCE EVALUATION SYSTEM
SWCCCASE SPECIAL EDUCATION SCHOOL NURSE PERFORMANCE EVALUATION SYSTEM Opening the world through education to children and young adults with diverse abilities Name: Assignment: Evaluator: Program: Completion
Speech Language Pathologist Framework for Professional Practice - Evidence of Performance
1 Speech Language Pathologist Framework for Professional Practice - Evidence of Performance DOMAIN 1: PLANNING AND PREPARATION 1a Demonstrating knowledge and skill in the specialist therapy area; holding
The Professional Identity of a School Counselor. Allison Craig. Northern Kentucky University
Running head: SCHOOL COUNSELOR VS. GUIDANCE COUNSELOR 1 The Professional Identity of a School Counselor Allison Craig Northern Kentucky University SCHOOL COUNSELOR VS. GUIDANCE COUNSELOR 2 The Professional
The residency school counselor program does not prepare candidates to design, deliver, and
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
MODIFIED DANIELSON INSTRUCTIONAL FRAMEWORK: SCHOOL PSYCHOLOGISTS
CRITERION 1: KNOWLEDGE AND SCHOALRSHIP INA SPECIAL FIELD 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students no knowledge and skill in using psychological instruments
Lincoln Park Public Schools Special Education Teacher Consultant Evaluation
Lincoln Park Public Schools Special Education Teacher Consultant Evaluation Teacher Consultant: Evaluator: Date: Domain 1: Planning and Preparing for Student Learning The teacher consultant uses a wide
Arizona School Counselor Evaluation Rubric
Arizona School Counselor Evaluation Rubric Major Function: Development and Management of a comprehensive school counseling program based on the ASCA National Model: A Framework for School Counseling Programs
DOMAIN 1: School Nurses: Planning and Preparation
DOMAIN 1: School Nurses: Planning and Preparation 1a: Demonstrating Medical knowledge and skill in nursing techniques 1b: Demonstrating Knowledge of Child and Adolescent Development 1c: Establishing Goals
Indiana School Nurse Effectiveness Rubric
Indiana School Nurse Effectiveness Rubric This rubric combines many of the professional requirements of a professional School Nurse with those of the RISE Model. It is a working revision of the School
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the
Pilot School Counselor Evaluation
All evaluations are on a continuous basis. Name: School: Pre-Conference Date: Date of Hire: Evaluator: Post-Conference Date: Year 1 Year 2 Year 3 Tenure Evaluative Assistance Plan Limited Contract Philosophy:
Name: School: School Year: Evaluator: District: Date Completed: Evaluator s Title:
School Counselor Summary Rating Form (Required) This form is to be jointly reviewed by the school s counselor and evaluator or designee during the Summary Evaluation Conference conducted at the end of
DOMAIN 1 FOR STUDENT RESOURCE TEAM LEADERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE
DOMAIN 1 FOR STUDENT RESOURCE TEAM LEADERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a: Demonstrating knowledge and skill in Special
Professional School Counselor Effectiveness Rubric 2011
Professional School Counselor Effectiveness Rubric 2011 I. Overview II. Effectiveness Rubric a. Domain 1: Academic Achievement b. Domain 2: Student Assistance Services c. Domain 3: Career Development d.
How To Be A School Social Worker
Name of Clinician: Name of Evaluator: School(s): RUBRIC FOR CHILD STUDY TEAM SCHOOL SOCIAL WORKER DOMAIN 1: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT
Domain 1 for Special Education: Planning and Preparation Component Unsatisfactory Needs Improvement Proficient Excellent
Form1: FfT Rubrics Special Education Teacher Name: Domain 1 for Special Education: Planning and Preparation Component Unsatisfactory Needs Improvement Proficient Excellent 1a Demonstrating Knowledge of
FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT VERSION 1.0. School Psychologist Evaluation Rubric
FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT School Psychologist Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson The FNSBSD Evaluation Plan identifies
School Psychologist Evaluation Rubric
COLLINSVILLE COMMUNITY UNIT SCHOOL DISTRICT NO. 10 School Psychologist Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson* *Certified Specialist Input
University of Connecticut Educational Psychology Department. Policy Handbook for Students and Advisors GRADUATE PROGRAM IN COUNSELING
University of Connecticut Educational Psychology Department Policy Handbook for Students and Advisors GRADUATE PROGRAM IN COUNSELING Revised 2012 MISSION STATEMENT The mission of the University of Connecticut
School Guidance and Counseling Services, Elementary, Middle, and High School
School Guidance and Counseling Services, Elementary, Middle, and High School This regulation implements School Board Policy 651, School Guidance and Counseling Services, Elementary, Middle, and High School,
Kankakee School District No. 111 School Social Worker Performance Evaluation
Kankakee School District No. 111 School Social Worker Performance Evaluation School Year: 213-214 Job Classification: Certified Last Name: Document Type: Evaluation First Name: School: Department: Evaluator:
DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT
DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a Demonstrating Knowledge Of Content And Pedagogy In planning
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2 nd ed.). Alexandria, VA: ASCD.
Accuracy Use in future teaching know whether a lesson was effective or achieved its instructional outcomes, or teacher profoundly misjudges the success of a lesson. Teacher has no suggestions for how a
DANIELSON FRAMEWORK: PUPIL PERSONNEL PROFESSIONALS: SOCIAL WORKERS
DANIELSON FRAMEWORK: PUPIL PERSONNEL PROFESSIONALS: SOCIAL WORKERS DOMAIN 1: PLANNING AND PREPARATION DOMAIN 2: ENVIRONMENT 1a. Demonstrates Understanding of Professional Research, Theories, Content, Tools,
CONNECTICUT SEED Student and Educator Support Specialists Guidance Document
CONNECTICUT SEED Student and Educator Support Specialists Guidance Document 1 This document provides guidance to administrators and Student and Educator Support Specialists (SESS) on the application of
Lillian Tsosie-Jensen School Counseling, Equity, and Prevention Coordinator
MEMORANDUM TO: FROM: Members, Utah State Board of Education Lillian Tsosie-Jensen School Counseling, Equity, and Prevention Coordinator DATE: May 12-13, 2016 ACTION: School Counselor Performance Standards
School Counseling Programs and Services
REGULATION Related Entries: IJA Responsible Office: Special Education and Student Services MONTGOMERY COUNTY PUBLIC SCHOOLS IJA-RA School Counseling Programs and Services I. PURPOSE A. To ensure that a
School Counselor Performance Standards
West Virginia School Counseling Programs Creating Pathways to Student Success West Virginia School Counselor Performance Standards West Virginia School Counseling Programs Creating Pathways to Student
Using Your School Counselor to Impact Student Achievement. Gail M. Smith and Dr. Julie Hartline Georgia School Counselors Association
Using Your School Counselor to Impact Student Achievement Gail M. Smith and Dr. Julie Hartline Georgia School Counselors Association Yesterday s Services vs. Today s Program Guidance Counselor Reactive
School Psychologist Framework for Professional Practice - Evidence of Performance
1 School Psychologist Framework for Professional Practice - Evidence of Performance DOMAIN 1: PLANNING AND PREPARATION 1a Demonstrating knowledge and skill in using psychological instruments to evaluate
RUBRIC FOR CHILD STUDY TEAM SCHOOL PSYCHOLOGIST DOMAIN 1: PLANNING AND PREPARATION
RUBRIC FOR CHILD STUDY TEAM SCHOOL PSYCHOLOGIST DOMAIN 1: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT (BASIC) PROFICIENT DISTINGUISHED 1a: Demonstrating
MATTOON COMMUNITY UNIT SCHOOL DISTRICT #2 SCHOOL SOCIAL WORKER EVALUATION PROCEDURES AND FORMS
MATTOON COMMUNITY UNIT SCHOOL DISTRICT #2 SCHOOL SOCIAL WORKER EVALUATION PROCEDURES AND FORMS Revised 07/03/12 By David R. Skocy, Ph.D. Purpose: NON-TENURED SCHOOL SOCIAL WORKER EVALUATION PROCEDURES
Figure 3.1 The ACCESS Questionnaire (Revised, 2014)
Figure 3.1 The ACCESS Questionnaire (Revised, 2014) The ACCESS Questionnaire is an equity-focused school counseling program needs assessment covering four school counseling program elements: (a) school
The ASCA National Model A National Vision
A National Vision The ASCA National Model establishes a vision of excellence for comprehensive school counseling that is aligned with high standards and high expectations, focused on success for all students
AN OVERVIEW OF THE STANDARDS* FOR THE ELEMENTARY SCHOOL COUNSELOR For the Salt Lake City School District Counselor/Educator Evaluation System
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
School Social Worker - Observation and Performance Appraisal Rubric for Each Domain/Component. Domain 1: Planning and Preparation
School - Observation and Performance Appraisal Rubric for Each Domain/Component Developing refers to instructors who have been teaching three years or less 1a. Demonstrating skill in the content of the
Due to the collaborative nature of our session, please find your designated section: Elementary, Middle or High School
WELCOME BUILDING A FOUNDATION: FIRST STEPS IN CREATING AN ASCA CERTIFIED COMPREHENSIVE SCHOOL COUNSELING PROGRAM Due to the collaborative nature of our session, please find your designated section: Elementary,
SOUTH DAKOTA COMPREHENSIVE SCHOOL COUNSELING PROGRAM MODEL. Dr. Gerta Bardhoshi Dr. Kelly Duncan
SOUTH DAKOTA COMPREHENSIVE SCHOOL COUNSELING PROGRAM MODEL Dr. Gerta Bardhoshi Dr. Kelly Duncan 2013 INTRODUCTION Recognizing the continued changes in the field of education, the SD Department of Education
The Role of the Professional School Counselor
The Role of the Professional School Counselor The professional school counselor is a certified/licensed educator trained in school counseling with unique qualifications and skills to address all students
POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS
POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS Poway Unified School District Teaching Standards Domain I Domain II Domain III Domain IV Domain V Planning and Designing Instruction Element
Standards for School Counseling
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
TIME IS OF THE ESSENCE: MAKE THE BEST OF IT
TIME IS OF THE ESSENCE: MAKE THE BEST OF IT Presented by: Sonia Hartley, Pam Thomas and Danielle Cole Professional School Counselors Together we make a difference. WHAT KEEPS YOU FROM DOING YOUR JOB AS
Implementing the ASCA National Model. Patti Livingstone, M.S., LMFT Ramona Griffin, Ed.D. Corey Anderson, M.Ed., NBCT
Implementing the ASCA National Model Patti Livingstone, M.S., LMFT Ramona Griffin, Ed.D. Corey Anderson, M.Ed., NBCT Introductions Name, school and school district How long have you been a school counselor?
Cobb Keys School Counselor Annual Evaluation Instrument Glossary of Terminology
Cobb Keys School Counselor Annual Evaluation Instrument Glossary of Terminology Accountability System Allows school counselors to measure impact of the school counseling program on students. Achievement
UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12
UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12 1 FORWARD This Comprehensive School Counseling Program acts as a manual for counselors, administrators and school board
School Counseling Department 2014 2015 Success Plan
School Counseling Department 2014 2015 Success Plan Somers Central School District K-12 School Counseling Services Mission Statement: We, the Somers School District Counseling Department, will nurture