How to Get Your Principal On Board with the New Evaluation and Advocate for Yourself

How to Get Your Principal On Board with the New Evaluation and Advocate for Yourself

Standards-based Evaluation Process

How to Get Your Principal On Board with the New Evaluation and Advocate for Yourself

School Counselors need to understand how to create a fair evaluation process that is based on the State Standards. This presentation is based on the Ohio School Counselor Standards and can be used as an example for a way to use a standards-based evaluation process. Many existing roles and requirements for school counselors include priorities that are not congruent with the ASCA and State standards. This presentation shows how to use the self-assessment and evaluation process to drive program priorities and advocate for a developmental, preventive school counseling program needed for student success. This workshop was used for a Lunch and Learn program at the AOCC 2016 Conference Hilton Columbus at Easton Town Center on November 3, 2016.

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Contact information for additional questions:

 

Tommie Radd, PhD, LPC, NSCC, NBCC,CRC: Consultant

 

Doris Coy, PhD, LPCS, NCC, NCCC: Consultant

“A person’s behavior teaches more about what that person believes than any statement of beliefs.” – Tommie R. Radd, Ph.D

Agenda

  1. Introduction
  2. An Overview of the Ohio School Counselor Standards, Ohio School Counselor Evaluation Model and the School Counselor Evaluation Framework
  3. Reviewing the Ohio School Counselor Self-Assessment
  4. Aligning what you do with what is effective – NON SCHOOL COUNSELOR DUTIES?
  5. Negotiating your plan for a fair evaluation process
  6. The Impact of following the Standards on your school/district mission.
  7. Establish a workable schedule and timeline to meet your goals.
  8. Q and A

Ohio School Counselor Standards
Ohio School Counselor Standards

Ohio School Counselor Evaluation Model
Ohio School Counselor Evaluation Model

Section II. Six Ohio Standards for School Counselors and Evaluation Process

Comprehensive School Counseling Program Plan
School counselors collaboratively envision a plan for a comprehensive school counseling program that is developmental, preventative and responsive, and in alignment with the school’s goals and mission.

    • Standard 2:

Direct Services for Academic, Career and Social/Emotional Development
School counselors develop a curriculum, offer individual student planning and deliver responsive services in order to assist students in developing and applying knowledge, skills and mindsets for academic, career and social/emotional development.

Standard 3:

Indirect Services:
Partnerships and Referrals School counselors collaborate and consult with school personnel, parents/guardians, community partners and agencies/organizations to coordinate support for all students.

Standard 4:

Evaluation and Data
School counselors collaboratively engage in a cycle of continuous improvement using data to identify needs, plan and implement programs, evaluate impact and adjust accordingly.

Standard 5:

Leadership and Advocacy
School counselors lead school efforts and advocate for policies and practices that support an equitable, safe, inclusive and positive learning environment for all students.

Standard 6:

Professional Responsibility,
Knowledge and Growth School counselors adhere to the ethical standards of the profession, engage in ongoing professional learning and refine their work through reflection.

Standard 1. Comprehensive School Counseling Program Plan

School counselors collaboratively envision a plan for a comprehensive school counseling program that is developmental, preventative and responsive, and in alignment with the school’s goals and mission.

Narrative Summary:

A comprehensive school counseling program is an integral part of an effective school, serving to meet the academic, career and social/emotional development needs of all students. To be effective for each and every student in the school
community, the program must be data-based, developmental, systematic and comprehensive. To lead the development of the comprehensive school counseling program, school counselors must know the effective practices in their field and be familiar with the expectations described by experts in the field, such as the work of the American School Counselor Association.

Elements:

  • 1.1 School counselors possess the knowledge and skills to design a comprehensive and proactive school counseling program.
  • 1.2 School counselors collaborate to design the school counseling program.
  • 1.3 School counselors take leadership in identifying resources for the school counseling program.
  • 1.4 The school counseling program aligns with the school’s goals and mission.

Standard 1. Comprehensive School Counseling Program Plan

School counselors collaboratively envision a plan for a comprehensive school counseling program that is developmental, preventative and responsive, and in alignment with the school’s goals and mission.

Standard 1 Elements Indicators 1.1
School counselors possess the knowledge and skills to design a comprehensive
and proactive school counseling program.

  • a. The comprehensive plan includes clearly stated program priorities, student improvement goals, proactive and preventive strategies, and a data-informed cycle of evaluation.
  • b. The comprehensive plan includes a school counseling core curriculum that includes sequenced activities based on students’ academic, career and social/emotional development.
  • c. The comprehensive plan is responsive, prepared with services to intervene on behalf of students at risk (educationally, socially, or emotionally) or in times of crisis.
  • d. The comprehensive plan includes an individual planning system, in which counselors work with students to set flexible goals tailored to students’ individual educational, career, social/emotional development and aspirations.
  • e. The comprehensive plan promotes connections and collaborations among teachers, staff, parents/guardians and community partners.
  • f. School counselors use technology in planning the comprehensive school counseling program, and the plan employs technology to deliver services and meet student needs.
  • 1.2 School counselors collaborate to design the
    school counseling program.
  • a. School counselors collaborate with key stakeholders to set the goals, priorities, organization and implementation strategies for the comprehensive school counseling program.
  • b. School counselors communicate the goals of the program with students, school personnel, parents/guardians and community partners.
  • 1.3 School counselors take leadership in identifying
    resources for the school counseling program.
  • a. School counselors identify roles and responsibilities of stakeholders in managing and implementing the comprehensive school counseling program.
  • b. School counselors collaborate to identify resources (time, money, school staff, community partners) and manage resources to implement the plan.
  • 1.4 The school counseling program aligns with the school’s goals and mission.
  • a. School counselors can communicate the integral relationship of the school counseling program with the total educational program.
  • b. School counselors can articulate how the plan aligns to initiatives at the federal, state and local level and aligns to state, district and building goals and activities.

Standard 2. Direct Services for Academic, Career and Social/Emotional Development

School counselors develop a curriculum, offer individual student planning and deliver responsive services in order to assist students in developing and applying knowledge, skills and mindsets for academic, career and
social/emotional development.

Narrative Summary:

School counselors work with students to promote academic, career and social/emotional learning and well-being. School counselors provide direct services for students to help them build knowledge, skills and mindsets in order to set goals, solve problems and reason through complex choices related to their academic, career and social/emotional development. School counselors purposefully employ a variety of approaches to implement the comprehensive school counseling program and provide direct services to students. These may include individual and group counseling; one-on-one meetings; group lessons; classroom presentations or assemblies; integrated or stand-alone lessons; parent/guardian and family education; and other approaches. Effective school counselors build on students’ strengths, while helping them identify and manage their challenges.

Elements:

  • 2.1 Curriculum Development: School counselors possess the knowledge and skills to develop an effective school counseling core curriculum.
  • 2.2 Individual Student Planning: School counselors work directly with students to support their academic
    progress and goals.
    2.3 Individual Student Planning: School counselors work directly with students to develop their college and
    career-related knowledge, skills and pathways.
    2.4 Individual Student Planning: School counselors work directly with students to support their social/emotional
    development, skills and mindsets.
    2.5 Responsive Services: School counselors develop appropriate interventions for students as needed.
    Ohio Standards for School Counselors 12
    Standard 2. Direct Services for Academic, Career and Social/Emotional Development
    School counselors develop a curriculum, offer individual student planning and deliver
    responsive services in order to assist students in developing and applying knowledge,
    skills and mindsets for academic, career and social/emotional development.
    Standard 2 Elements Indicators 2.1
    Curriculum Development:
    School counselors possess
    the knowledge and skills to
    develop an effective school
    counseling core curriculum.
    a. School counselors demonstrate knowledge of accepted theories and effective
    techniques of developmental school counseling.
    b. School counselors understand student development and
    developmental characteristics.
    c. School counselors recognize environmental factors that influence
    students’ development.
    d. School counselors understand various exceptionalities and populations of students.
    e. School counselors use student standards to drive the delivery of direct services
    to students.
    f. School counselors can clearly articulate a rationale for their decisions.
    2.2
    Individual Student Planning:
    School counselors work
    directly with students to
    support their academic
    progress and goals.
    a. School counselors plan and deliver effective activities and experiences designed to
    enhance student learning and achievement.
    b. School counselors possess deep knowledge of the school academic program in order
    to help students make appropriate academic decisions.
    c. School counselors counsel students, in collaboration with parents/guardians, to set
    academic goals.
    2.3
    Individual Student Planning:
    School counselors work
    directly with students to
    develop their college and
    career-related knowledge,
    skills and pathways.
    a. School counselors provide developmentally appropriate counseling designed to
    build students’ awareness of, skills for and navigation through varied college and
    career opportunities.
    b. (As appropriate on a developmental continuum) School counselors possess and clearly
    communicate knowledge of educational options (P-12 and postsecondary), including
    flexible credit options, and opportunities to earn Ohio college credit.
    c. (As appropriate on a developmental continuum) School counselors possess and clearly
    communicate knowledge of Ohio-specific career counseling resources.
    d. School counselors employ technology effectively to help students explore college and
    career interests and opportunities.
    Ohio Standards for School Counselors 13
    Standard 2. Direct Services for Academic, Career and Social/Emotional Development,
    Cont.
    School counselors develop a curriculum, offer individual student planning and deliver
    responsive services in order to assist students in developing and applying knowledge, skills
    and mindsets for academic, career and social/emotional development.
    Standard 2 Elements Indicators 2.4
    Individual Student Planning:
    School counselors work
    directly with students
    to support their social/
    emotional development,
    skills and mindsets.
    a. School counselors observe and assess students’ social/emotional development
    and skills.
    b. School counselors plan and deliver effective activities and experiences to promote
    wellness and help students develop the character traits and self-awareness
    needed for success.
    2.5
    Responsive Services:
    School counselors develop
    appropriate interventions
    for students as needed.
    a. School counselors monitor student progress related to academic, career and
    social/emotional development.
    b. School counselors implement and/or recommend interventions for students as
    needed, including academic and behavior interventions and supports.
    c. School counselors are trained in crisis response, and articulate and provide an
    appropriate role in a plan for intervening quickly and systematically in response to
    a trauma or crisis.
    Ohio Standards for School Counselors 14
    Standard 3. Indirect Services: Partnerships and Referrals
    School counselors collaborate and consult with school personnel, parents/guardians, community partners and
    agencies/organizations to coordinate support for all students.
    Narrative Summary:
    School counselors recognize that educating students is a shared responsibility, involving students, school personnel, parents/
    guardians and the community. To this end, counselors provide indirect services on behalf of students by fostering open
    communication and collaboration among the school, home and community in order to promote and build trust, understanding
    and partnerships. School counselors seek solutions and provide referrals to meet students’ academic, career and social/
    emotional development needs.
    Elements:
    3.1 School counselors partner with school personnel and parents/guardians to achieve common goals for student success.
    3.2 School counselors coordinate school and community resources and provide referrals as needed to support students and
    promote their success.
    Standard 3. Indirect Services: Partnerships and Referrals
    School counselors collaborate and consult with school personnel, parents/guardians,
    community partners and agencies/organizations to coordinate support for all students.
    Standard 3 Elements Indicators 3.1
    School counselors partner with
    school personnel and parents/
    guardians to achieve common goals
    for student success.
    a. School counselors involve parents/guardians in students’ academic, career and
    social/emotional development.
    b. School counselors provide clear, relevant and appropriate information for
    students and their parents/guardians.
    c. School counselors facilitate communication between students, parent/guardians
    and school personnel, and encourage school personnel involvement in working
    with families to support students.
    d. School counselors demonstrate skills in teamwork, communication and
    problem-solving when providing indirect services on behalf of students.
  • Ohio School Counselor Evaluation Model

Evaluation Framework for School Counselors

School Counselor Evaluation Rubric

Standard Six Metrics of Student Outcomes

    • OSCES Page 30

Standard Six Metrics of Student Outcomes

Required School Counselor Evaluation Components

Ohio School Counselor Self Assessment on Standards

  • Appendix E – Pages 34 through 37
  • Ohio School Counselor Evaluation Model

The Reality of Your Work

List What You DO  and Indicate Aligning Standard

1.

2.

3.

4.

5.

Percent of Your Work that DOES NOT Align to Standards?

Indicate:

  1. What you discovered that does not align.
  2. The percentage of your time spent doing it.

Negotiating a FAIR Evaluation Process

  • Discuss aligning what you do with what is evaluated
  • Caution of owning the Student Metric – Examples of factors that can affect your results

Sample Measurement Tools for Metric(s) of Student Outcomes

What is Your School/District Mission

  • What is your School and School District mission statement?
  • How do the School Counselor Standards align with your School District Mission?

Establish a Workable Timeline to Meet Your Goals

  • Negotiate your schedule and time needed to meet your goals. Identify those responsibilities that keep you on and off track during the school year.

School Counselor Professional Growth Plan

School Counselor Improvement Plan

  • Appendix – Pages 39 and 40
  • Ohio School Counselor Evaluation Model

Informal Observation: Open-Ended Form

Pre and Post Observation Questions

Formal and Information Observations

Improvement Plan: Evaluation of Plan

Ohio School Counselor Summative Evaluation Rating

  • Appendix K Page 45 and definition page 46
  • Ohio School Counselor Evaluation Model

Brainstorm Strategies for a Fair Process

  • What are things you can do to determine the best way to have a fair process for you to advocate for yourself?
  • Example: Meet to discuss the process in advance and determine who is the person to evaluate you.

Barriers to Progress

  • Legislative requirements.
  • How many counselors are required in you school district.
  • Non-Counseling Responsibilities
  • Flexibility on the interpretation of what goes into the standards.
  • Counselors’ hesitancy to speak up in the process.
  • Untrained evaluators

Additional Ohio Information

Daniel Sipek – Ohio Department of Education

Ohio Revised Code

Standards-based state framework for evalua4on of school counselors.

http://codes.ohio.gov/orc/3319.113

ASCA Information

National Board for Professional Teaching Standards

standards-based evaluation process