VOLUSIA FRAMEWORK FOR TEACHING School Counselor

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1 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 and in the contexts of diverse individual, family, school, and community characteristics. 1b: Demonstrating Knowledge of Students Counselor displays little or no knowledge of child and adolescent development and or student needs, interests and academic programs. 2 BASIC/DEVELOPING/ NEEDS IMPROVEMENT The regularly practices professional competence in the delivery of school counseling and student service delivery and in the contexts of diverse individual, family, school, and community characteristics. Counselor displays partial knowledge of child and adolescent development and or student needs, interests and academic programs. 3 PROFICIENT/EFFECTIVE The consistently applies their knowledge of School Counseling Practices and factors that impact personal, social and educational decision making for all stakeholders. Counselor displays accurate understanding of student needs, interests and academic programs and or the typical developmental characteristics of the age group, as well as exceptions to the general patterns. 4 DISTINGUISHED/HIGHLY EFFECTIVE component, the is a resource for student, parents, teacher and administrator regarding the cultural factors that impact personal, social and educational decision making for all stakeholders. In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, counselor displays knowledge of the extent to which individual students follow the general patterns. Counselor is also aware and proactive in indentifying and meeting student needs, interests and ensuring appropriate placement of students in academic programs. 1c: Setting Service Delivery Outcomes Counselor adheres to the plan or program, in spite of evidence of its inadequacy. 1d: Demonstrating Knowledge of Resources Counselor demonstrates little or no knowledge of district, state or federal policies and regulations and of resources available for 1e: Designing Coherent Service Delivery The Counselor has no clear goals for the counseling program, or they are inappropriate for the age of the students or the needs of the school. Counselor makes modest changes in the counseling program when confronted with evidence of the need for change Counselor displays awareness of district, state and federal policies and regulations and of resources for students available through the school or district, but no knowledge of resources available more broadly. The Counselors plans for the counseling program are rudimentary and are partially suitable to the situation, the needs of the school and the age of the Counselor makes revisions in the counseling program when they are needed. Counselor displays awareness of district, state and federal policies and regulations and of resources for students available through the school or district, and some familiarity with resources external to the school. The Counselors goals for the counseling program are clear and appropriate to the situation, the needs of the school and to the age of the Counselor is continually seeking ways to improve the Counseling program and makes changes as needed in response to student, parent, or teacher input. Counselor s knowledge of district, state and federal policies and regulations and of resources is extensive, including those available through the school or district and in the community. The Counselors goals for the counseling program are highly appropriate to the situation, the needs of the school and to the age of the students and have been developed following consultations with students, parents, and colleagues. 130

2 1f: Assessing Goal Achievement Counselor has no plan to evaluate the program or resists suggestions that such an evaluation is important. Domain 2: The Environment Counselor has a rudimentary plan to evaluate the counseling program. 2a: Creating an Environment of Respect and Rapport The counselors relationship(s) with parents The counselors interactions with others are and students are inappropriate and do not a combination of both positive and negative. promote positive interactions. The Counselor s attempts to promote a culture Counselors makes no attempt to establish a throughout the school for productive and culture for productive communication in the respectful communication between and school as a whole, either among students or among students and teachers are partially among teachers, or between student and successful. teachers. 2b: Establishing a Culture for Goal Achievement The rarely integrates behavioral supports and mental health services with academic and learning goals for 2c: Managing Procedures The rarely promotes the use of evidence-based instructional, targeted to the area(s) of concern based on multiple sources of assessment data. 2d: Managing Compliance/Client Behavior Counselors relationships with colleagues are negative or self-serving, and counselor avoids being involved in school and district events and projects. Counselor does not assess student needs, or the assessment results are not accurate. The regularly integrates behavioral supports and mental health services with academic and learning goals for The regularly promotes the use of evidence-based instructional, targeted to the area(s) of concern based on multiple sources of assessment data. Counselors relationships with colleagues are cordial and counselor participates in school and district events and projects when specifically requested. Counselor s assessments of student needs are perfunctory. Counselor s plan to evaluate the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. The counselors interactions are positive and promote healthy interactions. Counselor promotes a culture throughout the school for productive and respectful communication between and among students and teachers. The consistently synthesizes school wide behavioral data in order to promote positive academic and learning outcomes for The consistently promotes the use of evidence-based instructional, targeted to the area(s) of concern and analyzes the effectiveness of the interventions. Counselor participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Counselor assesses student needs and knows the range of student needs in the school. Counselor s evaluation plan is highly sophisticated, with imaginative source of evidence and a clear path toward improving the program on an ongoing basis. The counselors interactions are positive and promote healthy interactions. Students seek out the counselor, reflecting a high degree of comfort and trust. The culture in the school for productive and respectful communication between and among students and teachers, while guided by the counselor, is productive and respectful. The counselor often takes a leadership role in promoting positive interpersonal relationships. In addition to meeting proficiency, the applies their expertise of behavior and mental health to positively impact school-wide academic and behavioral trends. component, the provides continuous feedback regarding the effectiveness of the intervention(s) and supports the intervention provider accordingly. Counselor makes a substantial contribution to school and district events and projects and assumes leadership with colleagues. Counselor conducts detailed and individualized assessments of student needs to contribute to program planning. 131

3 2e: Organizing Physical Space The Counselor does not incorporate various techniques for data collection, measurement, analysis, accountability and services at the individual, group, and /or Domain 3: Service Delivery 3a: Communicating Clearly and Accurately Counselor provides no information or inaccurate information to families, either about the counseling program as a whole or about individual The Counselor regularly incorporates various techniques for data collection, measurement, analysis, accountability and services at the individual, group, and /or Counselor provides limited though accurate The Counselor consistently incorporates various techniques for data collection, measurement, analysis, accountability, and services at the individual, group, and/or component, the Counselor impacts systems change as a result of the evaluation of services at the individual, group, and/or information to families. Counselor is proactive in providing program and about individual students through a variety of means. 3b: Information Gathering The Counselor does not collect data from multiple sources as a foundation for decision-making and considers ecological factors (e.g., classroom, family, community characteristics) as a context for assessment and intervention. 3c: Engaging Students in Goal Achievement Counselor s program is independent of student needs and does not help students and personal/social, and career plans. The Counselor regularly collects data from multiple sources as a foundation for decision-making. Counselor s attempts to help students and personal/social and teachers formulate academic, personal/social, and career plans are partially successful. The Counselor consistently collects data from multiple sources and uses on-going progress monitoring data to determine the effectiveness of the interventions. Counselor s attempts to help students and personal/social and teachers formulate academic, personal/social, and career plans are successful. component, the counselor assumes a leadership position in data analysis and technology resources in order to improve education and behavioral outcomes. Counselor helps individual students and personal/social and career plans effectively and efficiently. Counselor conducts detailed and individualized assessments of student needs to contribute to individual planning. 3d: Using Assessment in Service Delivery The rarely evaluates services, programs, academic or behavioral achievement at the individual group and/or The regularly incorporates data in evaluation of services, programs, academic or behavioral achievement at the individual group and/or The consistently incorporates various techniques for data collection, measurement, analysis, accountability, and use of technology resources in evaluation of services, programs, academic or behavioral achievement at the individual group and/or component, the impacts system change as a result of the evaluation of services, programs, academic or behavioral achievement at the individual group and/or 132

4 3e: Demonstrating Flexibility and Responsiveness Counselor adheres to the plan or program, Counselor makes modest changes in the in spite of evidence of its inadequacy. counseling program when confronted with evidence of the need for change. Counselor makes revisions in the counseling program when they are needed. Counselor is continually seeking ways to improve the counseling program and makes changes as needed in response to student, parent, or teacher input. Domain 4: Professional Responsibilities 4a: Reflecting on Practice/Service Delivery Counselor does not reflect on practice, or the reflections are inaccurate or self-serving. Counselor s reflection on practice is moderately accurate and objective without citing specific examples and with only global suggestions as to how it might be improved. Counselor s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Counselor makes some specific suggestions as to how the counseling program might be improved. Counselor s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some Counselor draws on an extensive repertoire to suggest alternative strategies. 4b: Maintaining Accurate Records documentation are missing, late, or inaccurate, resulting in confusion and misinformation or misadvisement. documentation are generally accurate but are occasionally late. documentation are accurate and are submitted in a timely manner. Counselors approach to record keeping is highly systematic and efficient and serves as a model for colleagues in other schools. 4c: Communicating with Stakeholders Counselor provides no information to families, either about the counseling program as a whole or about individual Counselor provides limited though accurate 4d: Participating in a Professional Community Counselor s relationships with colleagues are Counselor s relationships with colleagues are negative or self-serving, and counselor cordial, and counselor participates in school avoids being involved in school and district and district events and projects when events and projects. specifically requested. 4e: Growing and Developing Professionally The rarely engages in professional development activities and does not stay abreast of developments in the field. The regularly engages in professional development activities and stays abreast of developments in the field. Counselor participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. The actively engages in lifelong learning and strategically aligns their professional development activities to enhance their ongoing professional growth. Counselor is proactive in providing program and about individual students through a variety of means. Counselor makes a substantial contribution to school and district events and projects and assumes leadership with colleagues. component, the applies the knowledge learned from the professional development activities to trainings and workshops for school staff, students, parents, and/or other professional groups. 133

5 4f: Demonstrating Professionalism The rarely practices in ways that demonstrate knowledge of counseling. The counselor displays issues with honesty and confidentiality and is unethical The regularly practices in ways that demonstrate knowledge of counseling. The counselor attempts to display honesty and confidentiality at all times. Generally the counselor adheres to his/her professional ethical standards. The consistently practices in ways that demonstrate knowledge of counseling. The counselor promotes relationships based on honesty and confidentiality is often successful. The counselor consistently adheres to professional ethical standards. component, the takes a leadership role in informing others of counseling. The counselor is open and honest and adheres to ethics surrounding confidentiality at all times. In addition, to consistently adhering to professional ethical standards, the counselor practices good judgment, often taking a leadership role with colleagues. 134