School Counselor Evaluation Washington State Framework Andra KelleyBatstone

School Counselor Evaluation: Washington State Framework Andra Kelley-Batstone & Danise Ackelson OSPI Webinar Series: Part 2 of 3 November 2017

OSPI/WSCA 3 -Part School Counselor Webinar Series • October 26: State K-12 Comprehensive School Counseling and Guidance Model Implementation • Today - November 15: School Counseling Evaluation Framework • December 7: Introduction to the WA Model and ASCA Model for School Counseling Program Development Ø Ø Ø Utilize up-to-date resources Share information and tools Defining the role of a school counselor Comprehensive school counseling program development Register at: http: //www. k 12. wa. us/Secondary. Education/Career. College. Readiness/Training. aspx 3/3/2021 2

Comprehensive K-12 School Counseling & Guidance Program Model Elementary, Middle & High School http: //www. k 12. wa. us/Secondary. Education/Guidance. Counseling/default. aspx Academic Achievement: Evidence-Based School Counseling Career and College Readiness: Personalized Planning for ALL students Social Emotional Support: Student Support Resources 3/3/2021 3

Learning Targets 1. Washington State School Counselor Evaluation update 2. Washington State School Counselor Professional Standards 3. Link to TPEP 4. Evaluation Process Overview 5. Resources

RATIONALE • • • Role definition Consistent expectations Adequate time and resources Evidence based practice Impact on student growth T

WSCA Evaluation Development Committee 2014 -2016 Committee Members (37 of 67): Partners/Contributor s: • • • Larry Lashway, Consultant Andra KB (Chair), Olympia HS Dr. Diana Gruman, Western WA. U. Mike Hubert, Consultant Dr. Mary Schroeder, Prosser HS Heather Durkin, Green Acres Elem (Central Valley SD) • Annie Parker, Walter Strom MS • Melissa Pettey, Spokane Public Schools Dr. Gene Sharratt, WSAC Danise Ackelson, OSPI Leslie Huff, PESB Gary Kipp, AWSP Scott Seaman, AWSP Nita Hill & Amy Brackenberry, WSCA • Todd Johnson, ESD 113 • Rich Staley, ESD 113 • Lucinda, WEA

2014 -present • Grass roots leadership initiated by desire for meaningful, relevant professional • • • feedback and personal growth towards implementation of evidence based school counseling programs Consultation with AWSP, OSPI TPEP Steering Committee, and WEA for reflection on TPEP for teachers and administrators Collaboration with OSPI, PESB, AWSP, WSAC, WSCA Board & Membership to develop an Evaluation Framework specific to the role of school counseling while acknowledging the unique characteristics of the position as opposed to classroom teachers. Philosophy & rationale- modeled after TPEP for administrators to account for diverse nuances of the position between districts and levels. Resources research and development: framework/templates/forms Draft bill language for legislative sponsorship Professional development

What do school counselors do? • What is your elevator speech response to this question? • Do you feel those around you understand how you impact, support, develop student growth and development? • Does your evaluator have a clear understanding your role and how to support you professionally?

Professional Evaluation clarifies our role: • • • Standards are based on duties specific to school counselors Supports evidence based practice Aligned with ASCA National Model Increases understanding of the professional role by both evaluator and evaluatee Provides relevant and meaningful feedback • • Guide for professional development needs Increases accountability Supports professional growth Common language improves collaboration

School Counselor Evaluation Framework • The school counselor evaluation Framework is guided by the Washington State School Counselor Professional Standards. • The school counselor evaluation process is closely aligned with the principal and teacher evaluation process. • Focus on professional growth using evidence-based practice and specific criterion reflecting supporting the implementation of comprehensive school counseling programs.

Criteria (Standards & Elements) Process (Steps & Timeline) Tools (Forms & Resources)

School Counselor Evaluation CRITERIA • Washington State School Counselor Standards • ASCA School Counselor Competencies • National Board for Professional School Counselor Standards

WA State School Counselor Professional Standards (WAC 181 -78 A-270) PESB. WA. GOV (for educators/ESA/Pro. Cert/School. Counselors/Standards&Benchmarks) 1. School Counseling Program: Certified school counselors develop, lead, and evaluate a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school. 2. Student Learning and Assessments: Certified school counselors use their knowledge of pedagogy, child development, individual differences, learning barriers, and Washington state learning requirements to support student learning. They work effectively with other educators to monitor and improve student success. 3. Counseling Theories and Technique: Certified school counselors use a variety of research-based counseling approaches to provide prevention, intervention, and responsive services to meet the academic, personal/social and career needs of all students. 4. Equity, Fairness, and Diversity: Certified school counselors understand cultural contexts in a multicultural society, demonstrate fairness, equity, and sensitivity to every student, and advocate for equitable access to instructional programs and activities. 5. School Climate and Collaboration: Certified school counselors collaborate with colleagues, families, and community members to establish and foster a safe, inclusive, and nurturing learning environment for students, staff, and families. 6. Professional Identity and Ethical Practice: Certified school counselors engage in continuous professional growth and development and advocate for appropriate school counselor identity and roles. They adhere to ethical practices and to the Washington state and federal policies, laws, and legislation relevant to school counseling.

Standards (6 total) / Benchmarks (24 total) STANDARD 1: SCHOOL COUNSELING PROGRAM Certified school counselors develop, lead, and evaluate a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school Benchmark 1 A: Implements a comprehensive school counseling program aligned with the mission of the school. Benchmark 1 B: Works with stakeholders to define, use, and communicate measurable career, personal/social, and academic benchmarks and outcomes. Benchmark 1 C: Works with stakeholders to use a variety of data to inform decisionmaking and demonstrate accountability. Benchmark 1 D: Seeks and adapts informational resources and technology to the individual and system needs in delivery and evaluation of a comprehensive program.

Evidence for Evaluation STANDARD 1: SCHOOL COUNSELING PROGRAM Certified school counselors develop, lead, and evaluate a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school. Basic (Residency) Implements a Design and lead a comprehensive school counseling program aligned with the mission of the with the mission of school. the school. BENCHMARKS: 1 A RUBRIC Proficient (Professional) Implements a comprehensive school counseling program aligned with the mission of the school. Distinguished (Career) Leads in the continuous improvement of a sustainable and evolving comprehensive school counseling program aligned with the mission of the school.

Standard 1: School Counseling Program Samples of Evidence Certified school counselors develop, lead, and evaluate a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school. Comprehensive Program Implementation: • • • SC Program Mission Statement--aligned with the mission of the school Program Audit—with assessment of program strengths, areas of improvement, & long and short range goals. School Counselor curriculum scope/sequence plan for the year Annual program calendar Time task analysis using EZanalyze and reflection Program Evaluation & Intervention Data Samples of Evidence: • • • Monitor student achievement needs/gaps (e. g. Identify why you are monitoring the data, kinds of data, plan and timeline for review, needs identified, and counselor/program response) Identify student, parent, staff needs (e. g. Simple needs assessment - could be grade level, focus group, classroom, etc. ) and school wide climate needs, Measurement of program objectives and outcomes that target needs (e. g. : process, perception, outcome data) and program accountability and reporting results (e. g. : Results Report)

Teacher Principal Evaluation Project (TPEP) Teachers Principals 1. High expectations for student achievement 1. Creating a school culture that 2. Instruction (effective, research-based practice promotes ongoing improvement to meet the needs of all students) 3. Differentiation 4. Content Knowledge (clear and intentional focus on content & curriculum) 5. Learning Environment (fostering and managing safe, positive learning environment) 6. Assessment (using multiple data elements to inform prevention/intervention and assess growth) 7. Families & Community (communication & collaboration) 8. Professional Practice (collaborative & collegial) 2. 3. 4. 5. 6. 7. 8. Ensuring school safety Planning with data Aligning curriculum Improving instruction Managing resources Engaging Communities Closing the achievement gap

Gary Kipp, AWSP Executive Director video: http: //tpep-wa. org/the-model/criteria-and-definitions/

Common Themes Principals Teachers School Counselors Culture 1. Creating a Culture 2. Ensuring School Safety 5. Learning Environment 8. Professional Practice 1. 3. 4. 5. 6. Data 3. Planning with Data 4. Aligning Curriculum 3. Differentiation 6. Assessment 1. School Counseling Program 2. Student Learning & Assessment 3. Counseling Theories & Techniques 4. Equity, Advocacy, & Diversity 5. School Climate & Collaboration Content 4. Aligning Curriculum 4. Content Knowledge 1. 2. 3. 4. School Counseling Program Student Learning & Assessment Counseling Theories & Techniques Equity, Advocacy, & Diversity 3. Planning with Data 4. Aligning Curriculum 5. Improving Instruction 6. Managing Resources 8. Closing the Gap 1. Expectations 2. Instruction 3. Differentiation 4. Content Knowledge 6. Assessment 1. 2. 3. 4. School Counseling Program Student Learning & Assessment Counseling Theories & Techniques Equity, Advocacy, & Diversity 7. Engaging Communities 8. Closing the Gap 7. Families & Community 1. 2. 3. 4. School Counseling Program Student Learning & Assessment Counseling Theories & Techniques Equity, Advocacy, & Diversity Instruction Community School Counseling Program Counseling Theories & Techniques Equity, Advocacy, & Diversity School Climate & Collaboration Professional Identity & Ethical Practice

School Counselor Evaluation PROCESS • • Self-Assessment (where are you at? ) Pre-Conference with evaluator Goal Setting (where are you going? ) Feedback / Reflection Professional Development Progress check-in Summative Conference

School Counselor Evaluation TOOLS Resources: • Washington State SC Standards and Rubric • Self-Assessment & Goal Development • Examples of evidence • Professional Growth Plan for Cert Renewal • Consult with evaluator to learn about additional benefits of PGP for evaluation Evaluation forms are available on the WSCA website after submitting a short survey so WSCA can track interest to share with legislators and WEA. The WSCA website link is below: http: //www. wa-schoolcounselor. org/content. asp? contentid=180

Professional Growth Plan cont. • • Pro. Cert completers have insight Self-Assessment identifies areas for growth: pick 2 max • Be SMART in developing your goals • • • What is the problem of practice? What does the data show? What action are you going to take (driven by evidence based practice)? How will you know your work was effective? Reflection! Next Steps: continue, modify, drop

UPDATE to 100 clock hours Certification and Clock Hours Stay informed about ESA requirements: • House Bill 1341 • OSPI Certification Support: http: //www. k 12. wa. us/certification/ESAM ain. aspx

OSPI School Counseling and K-12 http: //www. k 12. wa. us/Secondary. Education/Guidance. Counseling/defau Supports lt. aspx For more information, contact: Danise Ackelson, Program Supervisor 360 -725 -4967 Danise. Ackelson@k 12. wa. us

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