Transcript Please add to PPT - Rhode Island School Counselor Association

Professional Evaluation
Jean Greco
Member of RIDE Teacher Evaluation System Work Group
RISCA Annual Fall Workshop
New England Institute of Technology
September 28, 2010
Session Outline

Background information on School
Counselor Performance Standards
and ASCA presentation

Draft of RI Model Educator Evaluation
System

Questions and Answers
Core Questions

What is it school counselors do?

How do we know what our school
counseling candidates can do?

What resources do we have to determine
this?
–
ASCA National Model
School Counselor Performance Standards
 School Counselor Competencies

We Dug Deeper into
Existing Documents


Competencies, for example, include
–
Practitioner
–
Supervisor
–
Programs
–
Ethical standards
–
Position statements
Conclusion: about 50/50 split of competencies
for counselor practitioners and counseling
program or administrator/supervisor functions
So…

Look again at Performance Standards
The Golden Standard - #13

The professional school counselor is a
student advocate, leader, collaborator
and a systems change agent

Reorganized Standards 1-12 into 13.1
to 13.7
First Outline – ASCA Performance
Standards Organized in Standard 13

1, 2, 3, 4, 10, 12
13.1

2,10
13.2

6
13.3

8,9
13.4

7
13.5

4.2, 5
13.6

8,11,12
13.7
Proposed New Standards
1. Promotes the academic, career, and personal/
social development of every student
2. Advocates for equitable opportunities
for every student
3. Assumes a leadership role within the school
community
4. Collaborates to support the success of all
students
5. Utilizes data to promote student success
and systemic change
Proposed Standards
and Competencies
For Rhode Island
Professional School Counselor
Evaluation System
Guiding Principles

Evaluation criteria must focus on
individual competency rather than
program effectiveness

Counselors have a rigorous evaluation
based on the standards of excellence
for their profession
Guiding Principles:
Measure Impact of School Counselors on:

Student achievement in three
developmental domains

School reform initiatives

School leadership and governance

Helping district demonstrate
accountability defined in state and
national legislation and regulatory
language
RIDE’s Reform Agenda

Effective teachers
in every classroom

Effective leaders in
every school

Teachers and
leaders work
within a system
based on student
need
Four Areas of Reform

Improve Student
Achievement

Close the
Achievement Gap

Increase High
School Graduation
Rates

Raise College
Enrollment
RI Educator Evaluation System
Standards Requirements

Establishes common understanding of
expectations for educator quality
 Emphasizes professional growth and
continuous improvement of educator
 Creates an organizational approach to
professional development
 Assures fair, accurate and consistent
evaluation
 Provides teacher and principal
involvement in development process
Committee Work Structure
TAC
(Technical Advisory
Committee)
RIDE Internal Work Team
Strategic Planning Team
working with consultants
(NCIEA, TNTP, TBA)
Educator
Evaluation System
Approval Process
ACEES
(Advisory Committee on
Educator Effectiveness
Systems)
District Adapters
RI Educator Evaluation
Model
System
Impact on Student
Learning
7/21/2015
Professional
Responsibilities
Professional
Practice -Focus
Teachers
Professional
Practice-Focus
Administrators
Evaluation
Process
Professional
Development and
Support
ACEES Working Group Charges
Working Group
Group Charge
Impact on Student Learning
Devise the process (methods, tools, and mix of
assessments) used to evaluate individual teachers’ impact
on student learning
Evaluation Process
Devise the set of rules and procedures under which
educators will be evaluated, including assessment
methods; frequency and timeline for observation, feedback,
and development; and evaluation tools
Professional Practice (Teachers
and Administrators)
Define the competencies of professional practice and the
indicators used to measure each competency, and establish
a rubric that delineates performance standards at each
level
Professional Responsibilities
Define the competencies of professional responsibility and
the indicators used to measure each competency, and
establish a rubric that delineates performance standards at
each level
Professional Development and
Support
Devise the process, mechanisms and content for providing
development support at all performance levels
7/21/2015
Educator Evaluations
Primary Factor (51%):
 Data on student
learning outcomes
(growth and mastery)
Additional Required
Factors:
 Demonstration of
professional
practice
 Demonstration of
professional
responsibilities
Primary components to assess
teacher performance
Component
Description
1. Student growth where appropriate data is available
Student Learning
Outcomes
Professional
Practice
Professional
Responsibilities
2. Student mastery of rigorous academic goals and standards, based
upon a variety of summative assessments and measured through a
goal attainment process.
The extent to which a teacher executes a set of core competencies,
through observations of teacher and student actions and document
reviews.
Professional practice competencies will be clearly mapped on a
performance rubric by performance level.
The extent to which a teacher exhibits non-skill and knowledge
based actions and attitudes that reflect a clearly defined set of
professional responsibilities.
Evidence used to assess teachers
Student Learning
Outcomes
Teacher Group
Teachers who teach tested
grades and subjects where
the growth model can be
applied (e.g., 5th grade
general education)
Teachers who teach grades
and subjects where the
growth model cannot be
applied (e.g., 11th grade
English, middle school art,
etc.)
Professional
Practice
Professional
Responsibilities
Growth
Model
Goal
Attainment
X
X
X
X
X
X
X
Final rating scale
Student
learning rating
+
Professional
practice rating
+
Professional
responsibilities
rating
Final
evaluation
rating
Individual ratings for
each of the three
components will be
combined to produce a
final rating based on the
following 4-point scale:
Ineffective
Minimally
Effective
Effective
Highly
Effective
Proposed RI Model Process – Key Elements and Timeline
Aug
Sep
Oct
Nov
Dec
Beginning of
year goalsetting
conference
Self-assessment
and individual
development plan;
Set goals based on
student diagnostics
Primary evaluator
(must be in-school
administrator)
Jan
Feb
Mar
Mid-year
check-in
conference
Self-assessment,
review of all
gathered evidence to
date, and revisit
development plan
Apr
May
Jun
End of year
summative
evaluation
conference
Self-assessment,
including next
year’s development
plan focus, and all
gathered evidence
to date
Gathering of evidence: Announced and unannounced classroom observations,
unit/lesson plan reviews, student work and data reviews, data team or other
instructional team meetings
Complementary evaluator*
*District or state-assigned administrator/teacher
Teacher leaders, mentors/coaches
Utilization of Evaluation Results

Provide individualized feedback to all
educators

Support continuous professional
development

Create incentives for highly effective
educators

Provide information for renewal and tenure
decisions

Improve performance of ineffective educators
Tiered System Roll-Out Plan
Current,
through SY
2010-11
Development of evaluation processes for
Teachers and Building Administrators
SY 201112
X
Implementation of teacher evaluation and
building administrator evaluation processes
X
Development of evaluation processes for
Support Professionals and District
Administrators
X
Implementation of support professional
evaluation and district administrator
evaluation processes
SY 201213
X
Pay Attention and Get Involved

High quality educators is a national priority

A clearly-defined and rigorous counselor
evaluation system is one way to
demonstrate that we are highly-qualified

We must pay attention to what is going on
and get involved with the change process so
that we can define our accountability system
versus having others define it for us
Final Thoughts

School counselors need their own
rigorous evaluation system that assesses
their unique contribution to student
success and school reform

The evaluation system should be simple,
elegant and meaningful

The future of K-12 school counseling
depends on our ability to demonstrate
our worth to others
Performance Portfolio Artifacts
 Evidence
of impact upon student
growth and academic achievement
 Evidence
of quality instruction
 Evidence
of professional
responsibilities
 Evidence
of content knowledge
Observation

School Guidance
Curriculum

Individual Student
Planning

Responsive
Services

Systems Support
ASCA National Model
Professional Development

The proposed professional standards
revision highlights the following roles:

Leadership

Advocacy

Collaboration

Consultation

Use of Data
Resources

RISCA Toolkits
www.rischoolcounselor.org

EZAnalyze
www.exanalyze.com

CSCOR
www.cscor.org
Resources





ASCA National Model
ASCA National Model Workbook
Making Data Work
ASCA Ethical Standards
ASCA Position Papers
www.schoolcounselor.org
Contact Information

Monica Darcy
[email protected]

Tom Dukes
[email protected]

Jean Greco
[email protected]

Karl Squier
[email protected]

RISCA
rischoolcounselor.org

RIDE
ride.ri.gov