Evaluating School Counselors SY13-14

Evaluating School Counselors SY13-14School Counseling Program, SSSGail Smith, Ed. S., SupervisorEvaluation Systems Office, HRDr. Michael Shanahan, CHRO

Changes marked!School Counselors are uniquely qualified to assist students with overcoming barriers to learning.

AgendaYour Role as an Evaluator Evaluation instrumentsSchool CounselorSchool Counselor Registrar

The Role of an EvaluatorThe Cobb Evaluation System is a growth and accountability model that responds to 3 major questions ~How does the counselor manage?How does the counselor deliver?Is the school counselor accountable?

Getting Ready to Evaluate School CounselorsReview the Performance Evaluation RubricEnsure School Counselor/Administration Partnership Agreement meeting is held with each school counselor by the 25th day of the school yearCan double as optional pre-observation conferenceSee Administrators Directions for School Counselor/ Administrator Partnership Agreement

School Counselor Evaluation SystemSchool Counselor/Administration Partnership AgreementPerformance Rubric with Examples of EvidenceGlossary of TerminologyObservation FormAnnual Performance ReportGuidelines/InstructionsApplicable for Counselors and AdministratorsTemplates

School Counselor/Administration Annual Partnership Agreement Mission StatementProgram GoalsAccountabilityStudent AssignmentSupport Services StaffProgrammatic DeliverySpecific, Individual Counselor ResponsibilitiesProfessional CollaborationOther

REVISEDSchool Counselor Performance RubricFour Performance Standards with a total of 16 corresponding Elements Accountability (4 Elements)Foundation (4 Elements)Delivery System (4 Elements)Management (4 Elements)

8Standard 1: Accountability (A)The professional school counselor monitors and evaluates the processes and results of the school counseling program.

9Elements: Accountability (A)A 1 The professional school counselor collects data for school counseling activities and interventions. A 2 The professional school counselor submits a written results report for his/her school counseling activities and interventions. A 3 The professional school counselor uses the core curriculum, small group, and closing-the-gap data to evaluate and plan future school counseling activities.A 4 The professional school counselor contributes to an annual program assessment of the school counseling program.

New Terminology/Deadline for Results Report10Standard 2: Foundation (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 plan and the district comprehensive school counseling model.

11Elements: Foundation (F)F 1 The professional school counselor articulates and demonstrates the beliefs and vision of the school counseling program that is aligned with the school strategic plan. F 2 The professional school counselor articulates and demonstrates the school counseling program mission.F 3 The professional school counselor utilizes the American School Counselor Association (ASCA) national standards to develop the content of the school counseling curriculum in the three domains of academic, career, and personal/social development to promote and enhance student achievement. F 4 The professional school counselor establishes SMART (specific, measurable, attainable, results oriented, and time bound) goals based on school data that guide the development of counseling core curriculum, small-group and closing-the-gap action plans and that promote achievement, attendance, behavior, and/or school safety.

Addition of Vision and Goals12Standard 3: Delivery System (DS)The professional school counselor delivers a comprehensive school counseling program spending 80% of time in direct and indirect services and 20% in program planning and school support.

REVISED13Elements: Delivery System (DS)DS 1 The professional school counselor provides all students with a counseling core curriculum that is comprehensive in scope, proactive in nature, and developmental in design. DS 2 The professional school counselor coordinates individual student planning and responsive services designed to help students on an individual or small group basis.DS 3 The professional school counselor provides indirect student services such as referrals, consultation, and collaboration on behalf of students.DS 4 The professional school counselor maintains and enhances the total school counseling program by program planning via professional development, program management, and data analysis and provides school support. Addition of Indirect Student Services14Use of Time (DS 3)Planned UseRecommendedDirect Services to Students%of time delivering school counseling core curriculumProvides developmental curriculum content in a systematic way to all students80% or more%of time with individual student planningAssists students in the development of educational, career and personal plans%of time with responsive servicesAddresses the immediate concerns of studentsIndirect Services for Students%of time providing referrals, consultation and collaborationInteracts with others to provide support for student achievementProgram Planning and School Support%of time with foundation, management and accountability and school supportIncludes planning and evaluating the school counseling program and school support activities20% or lessChangeStandard 4: Management (M)The professional school counselor manages a comprehensive school counseling program. 16Elements: Management (MS)MS 1 The professional school counselor works with school administration to develop an individual Annual Partnership Agreement defining the school counselors role in the school counseling program. MS 2 The professional school counselor establishes and convenes a school counseling advisory council for the comprehensive school counseling program.MS 3 The professional school counselor participates in the design and implementation of counseling core curriculum, small-group, and closing-the-gap action plans aligning with school and school counseling program goals.MS 4 The professional school counselor organizes and manages time to implement an effective school counseling program. New Terminology17Observing Conduct pre-observation conferences with assigned school counselors to review the instrument, procedures, expectations, etc. (optional but highly recommended)May be done in a group settingIf a school counselor requests a private conference, it is requiredEncourage questionsMay include Annual Partnership AgreementPut school counselors at ease and ensure them of your intent to work with them throughout this processObserve all school counselors at least once during the school year using the Cobb Keys Observation Form Scheduling ObservationsThirty minute classroom observation (minimum)Two Observations are required if the school counselor has 3 years or less total school counseling experienceConduct first announced observation by the end of OctoberSecond observation may be unannouncedIf only one observation, schedule announced observation early enough that school counselors have time to benefit from feedback and demonstrate improvementEach school counselor must have his/her OWN separate observationDO NOT observe multiple school counselors at one time

Multiple Observations = Stronger Support Observe school counselors with perceived deficiencies early in first semesterMaximizes opportunities for monitoring, administrative support, and improvement of program delivery Increases Evaluators depth of understanding of counselors performance and needsProvides time for essential feedback, subsequent follow-up observations, and/or PDP implementation

Observation Standard Components Marked Yes (Y); No (N); or Not Applicable (NA)Comments required to support No ratingsIndividualized comments encouraged, regardless of the ratingsObservations & feedback conferences should be completed by the end of FebruaryPurposeful feedbackTime in March to prepare annual reports and conduct annual conferences

21Scheduling Feedback ConferencesWithin 10 school days after an observation, a formal, private feedback conference is requiredFailure to provide a timely feedback conference could void an evaluationHint: Schedule the feedback conference at the same time you schedule the observationFeedback Conferences MAY NOT be combined with the Annual Evaluation ConferencesA Counselors Feedback Conference should be held a significant length of time before the annual conference; otherwise, it has no meaningful purpose

22Conducting Feedback ConferencesPrepare your comments; organize your thoughts and papersPoorly developed feedback provides little support to a struggling school counselorAnticipate the school counselors anxiety put him/her at ease early in the session Comment, specifically, on areas of excellence and areas needing attention, suggesting improvement techniquesIf needed, focus constructive criticism on behaviorsHeres what I observed; heres what I should have observed?How can I help you improve?What will you commit to do to change?23Concluding the Feedback Conference Write your signature and date on the formDO NOT type in your name or the dateHave school counselor sign and date the form School Counselors signature only indicates receipt of form, not agreement with contentIf the school counselor doesnt want to sign, write School Counselor chose not to sign and record the dateMake copies for the school counselor and local school file Retain all observation originals to attach to the annual performance report in MarchAll observations will be sent to HR along with the performance report.

Keep feedback opportunities professional, positive, and private.The Annual Evaluation Process Consider observations and year-long performancePerformance Rubric Standards and ElementsReview School Counselor DocumentationSchool Counselor/Administrator Annual Partnership AgreementClosing the Gap Action Plan & Results, if availableCore Curriculum Action Plan & Results, if available Small Group Action Plan & Results, if availableProgram Assessment Curriculum Crosswalk

New Terminology/Revisions25Annual Evaluation ProcessComplete the Annual Report FormAssign a rating to each Performance Standard ElementNot Evident Emerging Proficient

The Annual Evaluation Process Record personalized commentary for each standard no cut-n-paste!Relate comments to the Standard ElementsSupport the assigned ratingsReinforce the Growth Model concept with your languageHonestly address performanceAcknowledge growth and potential

27Professional Duties and Responsibilities (D&R)A section for formal assessment of 12 essential performance qualitiesEach is rated as Unsatisfactory, Needs Improvement, or SatisfactoryOverall D&R Summary Rating See Key for determining overall Unsatisfactory, Needs Improvement, or Satisfactory rating

Professional Duties & Responsibilities (PDR)Reports to work as assignedMaintains accurate, complete, and appropriate records, files, and provides for confidentiality of student records.Demonstrates ethical behavior as outlined in the American School Counselor Association Code of Ethics and the PSC Code of EthicsDemonstrates effective listening, writing, and speaking skills in a variety of settings

29Professional Duties & Responsibilities (PDR)Interacts in a professional manner with students, parents, staff, and community.Develops positive relationships with students, fostering personal growth, service to others, and academic achievement.Makes student referrals when necessary.Actively supports the School Strategic Plan

30Professional Duties and Responsibilities (PDR)Enforces school procedures concerning student conduct and discipline.Attends and participates in faculty meeting and professional learning opportunities.Keeps informed of laws, regulations, and policies pertaining to school counseling and school/system operations.Adheres to school or system policies regarding school counselor absences.

31Annual Performance Report Assign Overall Performance Rating, Section IIIUnsatisfactory4 or more Not Evident Standards Ratings or Unsatisfactory summary rating on PDR EmergingFewer than 12 Proficient Standards ratings, no more than 3 Not Evident Element Ratings & Satisfactory or Needs Improvement summary rating on PDRProficientTwelve or more Proficient Standards ratings with no Not Evident ratings, & a Satisfactory summary rating on PDR

32Annual Performance ReportSection III, ContinuedRecord dates of observations and feedback conferencesDO NOT list other types of conferences, such as disciplinary conferences or the annual conferenceSection IV SignaturesEvaluator, Principal, and Counselor sign & dateEach person records the date by his/her signature at the time of signingCounselors signature indicates receipt of annual report, not agreement with the contentWrite Counselor chose not to sign, if needed

Annual Performance ReportSection VI: Comments by CounselorOptional. Use additional sheet, if necessaryIf counselors comments specifically appeal a Standard rating, a PDR rating, the PDR summary rating, or the Overall Performance Rating, the counselor must submit the District appeal form See Appeal Form Instructions (PASS & EMWeb)If youre unsure if comments are an appeal, contact Evaluation Systems officeWhat is a School Counselor Registrar? A School Counselor Registrar is a certified school counselor at the high school level whose primary responsibilities involve supporting the school counseling program by:Enrolling new studentsEvaluating transcripts of new studentsCreating schedules for new studentsPerforming other duties associated with new student enrollment, as neededSchool Counselor RegistrarHow Do I Evaluate a School Counselor Registrar? School Counselor Registrar Job Description with ratings assigned by evaluatorAnnual Alternate Summary Form Professional Duties and Responsibility Ratings assigned by evaluatorOverall annual rating assigned by evaluator

Evaluations Deadline! OCGA 20-2-210 In compliance with Georgia law, ALL certified evaluation activity must be completed prior to April 1, 2014!

IMPORTANT!!!This includes: ObservationsFeedback conferencesCompletion of annual reports Annual evaluation conferences for School Counselors, Teachers, and Paraprofessionals

ALL Staff EvaluationsImpact of Overall Unsatisfactory RatingCertified employee is placed on the PSCs Unsatisfactory Database (UNSAT)For all employees, certified and classified, it results in his/her salary being frozen at same salary step for next school year

All Certified EmployeesProfessional Development Plans (PDP)HRs Employee Relations Department oversees the implementation of Professional Development Plans (PDP) to support certified employees with performance deficienciesContact HR at 770.426.3393Notify Gail Smith, Supervisor

No Surprises!No school counselor should receive an overall unsatisfactory rating unless he/she has been informed in writing of specific performance concerns during the year.

A school counselor should never be able to sayI thought I was doing fine all year, but I received a Unsatisfactory rating.orBy the time I got feedback from my observation, school was almost out. I didnt have time to improve my performance or get help.

Certified Evaluation AppealsAn school counselor may base his/her appeal on either of two reasonsFailure to follow proceduresFailure to consider significant information Principal determines what is significantA school counselor may not grieve the results of his/her evaluation

Certified Evaluation AppealsTo appeal an evaluation, the employee must complete an evaluation appeal form (PASS/EMWeb) and submit it, along with any evidence and/or documentation, to the Principal/Supervisor within 10 business days of the receipt of the evaluation reportThe Principal/Supervisor must respond to the appeal within 20 business days If the rating is upheld, the employee may submit an appeal to the CHRO within 10 days of receipt of the Principals responseThe CHRO, AAS, and Director of Evaluation Systems will review and provide a single response to the appeal within 20 days of receipt of the appealThis exhausts the appeal process