Transcript Annual Teacher Performance Ratings – Comparisons and Trends

Evaluating School
Counselors
August 2010
School Counseling Program, SSS
Gail Smith, Ed. S., Supervisor
Evaluation Systems Office, HR
Jan Holley, PHR, Director
School Counselors
School Counselors
are uniquely
qualified to assist
students with
overcoming
barriers to
learning.
Agenda
Cobb County School Counselors:
Unlocking a World of Potential
 Your Role as an Evaluator
New Cobb Keys System
 School Counselors
 School Counselor Registrar
The Role of an Evaluator
The Cobb Keys 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?
New Model with Broader Focus!
The Role of an Evaluator
Please understand that the new Cobb Keys Standards ratings are
NOT synonymous with the former Counselor Standards ratings!
FORMER
NEW
Exemplary: Goes beyond
Proficient: Highly competent,
expectations; role model
skilled, an expert
Proficient: Meets performance
Emerging: Evolving, showing
expectations
new or improved development
Needs Improvement: Not
Not Evident: Not easy to see;
meeting expectations
not obvious
So, how do you recognize those who “go beyond”?
In your personalized, detailed commentary…words
are far more meaningful than an X in a box.
The Role of an Evaluator
Get Ready to Evaluate School Counselors
 Review the Performance Evaluation Rubric
 Ensure School Counselor/Administration Partnership
Agreement meeting is held with each school
counselor by the 25th day of the school year


Can double as optional pre-observation conference
See Administrator’s Directions for School Counselor/
Administrator Partnership Agreement
Cobb Keys System
School Counselor Evaluation System
 School Counselor/Administration Partnership
Agreement
 Performance Rubric with Examples of Evidence

Glossary of Terminology
 Observation Form
 Annual Performance Report
 Guidelines/Instructions
 Applicable for Counselors and Administrators
 Templates
School Counselor/Administration
Partnership Agreement
 Student Assignment
 Support Services Staff
 Accountability
 Specific, Individual Counselor
Responsibilities
 Programmatic Delivery
 Professional Collaboration
 Other
Cobb Keys System
School Counselor Performance Rubric

Four Performance Standards with a total of 16
corresponding Elements
Foundation (4 Elements)
 Delivery System (4 Elements)
 Management (4 Elements)
 Accountability (4 Elements)

Cobb Keys System
Standard 1: Foundation (F)
The professional school counselor plans and
organizes the foundation of a standardsbased, data-driven comprehensive school
counseling program that is aligned with the
school strategic plan and the district
comprehensive school counseling model.
Cobb Keys System
Elements: Foundation (F)

F 1 The professional school counselor articulates
and demonstrates the school counseling program
mission.
 F 2 The professional school counselor articulates
and demonstrates the beliefs and philosophy of
the school counseling program that is aligned with
the school strategic plan.
 F 3 The professional school counselor utilizes the
American School Counselor Association (ASCA)
national standards to develop the content of the
school counseling curriculum.
 F 4 The professional school counselor plans a
school counseling program in the three domains of
academic, career, and personal/social
development to promote and enhance student
achievement.
Cobb Keys System
Standard 2: Delivery System (DS)
The professional school counselor delivers
a comprehensive school counseling
program through school guidance
curriculum, individual student planning,
responsive services, and system support.
Cobb Keys System
Elements: Delivery System (DS)
 DS 1 The professional school counselor provides all students with a
school guidance curriculum that is comprehensive in scope, proactive in
nature, and developmental in design.
 DS 2 The professional school counselor coordinates ongoing systemic
activities designed to help students on an individual or small group basis
to establish personal goals and develop future plans.
 DS 3 The professional school counselor addresses the immediate
needs or concerns of students by providing specific ongoing responsive
services such as consultation, individual or small group counseling,
crisis counseling, referrals, and peer facilitation.
 DS 4 The professional school counselor maintains and enhances
the total school counseling program by providing system support
through professional development, consultation, collaboration,
and program management.
Cobb Keys System
Standard 3: Management (M)
The professional school counselor manages a
comprehensive school counseling program.
Cobb Keys System
Elements: Management (MS)
 MS 1 The professional school counselor works with school
administration to develop an individual Partnership Agreement defining
the school counselor’s 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 school guidance curriculum 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.
Cobb Keys System
Standard 4: Accountability (A)
The professional school counselor monitors
and evaluates the processes and results of
the school counseling program.
Cobb Keys System
Elements: 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 guidance
curriculum and closing-the-gap data to evaluate and plan future
school counseling activities.
 A 4 The professional school counselor contributes to an annual
program audit of the school counseling program.
Cobb Keys System
Observing

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 setting
If a school counselor requests a private conference, it is
required
 Encourage questions
 May include Partnership Agreement
Put school counselors at ease and ensure them of your
intent to work with them throughout this process
Observe all school counselors at least once during the
school year using the Cobb Keys Observation Form
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Cobb Keys System
Scheduling Observations
 Thirty minute classroom observation (minimum)
 Two Observations are required if the school
counselor has 3 yrs or less total school
counseling experience
 Conduct first announced observation by the
end of October
 Second observation may be unannounced
 If only one observation, schedule announced
observation early enough that school
counselors have time to benefit from feedback
and demonstrate improvement
 Each school counselor must have his/her OWN
separate observation
 DO NOT observe multiple school counselors
at one time
Cobb Keys System
Multiple Observations =
Stronger Support
 Observe school counselors with perceived
deficiencies early in first semester
 Maximizes opportunities for
monitoring, administrative support, and
improvement of program delivery
 Increases Evaluator’s depth of
understanding of counselor’s
performance and needs
 Provides time for essential feedback,
subsequent follow-up observations,
and/or PDP implementation
Cobb Keys System
Cobb Keys Observation – Different Ballgame!
Observation Standard Components
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Marked Yes (Y); No (N); or Not Applicable (NA)
Comments required to support “No” ratings
Individualized comments encouraged, regardless
of the ratings
Observations & feedback conferences should be
completed by the end of February

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Purposeful feedback
Time in March to prepare annual reports and
conduct annual conferences
Cobb Keys System
Scheduling Feedback Conferences
 Within 10 school days after an observation, a formal,
private feedback conference is required
 Failure to provide a timely feedback conference could
void an evaluation
 Hint: Schedule the feedback conference at the
same time you schedule the observation
 Feedback Conferences MAY NOT be combined with
the Annual Evaluation Conferences
 A Counselor’s Feedback Conference should be
held a significant length of time before the annual
conference; otherwise, it has no meaningful
purpose
Cobb Keys System
Conducting Feedback Conferences
 Prepare your comments; organize your thoughts and
papers

Poorly developed feedback provides little support to a
struggling school counselor
 Anticipate the school counselor’s anxiety – put him/her at
ease early in the session
 Comment, specifically, on areas of excellence and areas
needing attention, suggesting improvement techniques
 If needed, focus constructive criticism on behaviors
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Here’s what I observed; here’s what I should have observed?
How can I help you improve?
What will you commit to do to change?
Cobb Keys System
Concluding the Feedback Conference
 Write your signature and date on the form
 DO NOT type in your name or the date
 Have school counselor sign and date the form
 School Counselor’s signature only indicates receipt of form, not
agreement with content
 If the school counselor doesn’t want to sign, write School
Counselor chose not to sign and record the date
 Make copies for the school counselor and local school file
 Retain all observation originals to attach to the annual
performance report in March
 All observations will be sent to HR along with the performance
report.
Keep feedback opportunities professional, positive, and private.
Cobb Keys System
The Annual Evaluation Process
 Consider observations and year-long performance
 Performance Rubric Standards and Elements
 Review School Counselor Documentation
 School Counselor/Administrator Partnership
Agreement
 Closing the Gap Action Plan & Results, if available
 Guidance Curriculum Action Plan & Results, if
available
 Program Audit
 Curriculum Crosswalk
Cobb Keys System
Annual Evaluation Process
 Complete the Annual Report Form
 Assign a rating to each Performance
Standard
Don’t base ratings on
previous evaluations.
 Not Evident
Support the Cobb
 Emerging
Keys Standards!
 Proficient
Cobb Keys System
Former PAI Ratings
 Performance Factors

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Exemplary
Proficient
Needs Improvement
 Annual Ratings
 Exemplary
 Proficient
 Unsatisfactory
Cobb Key Ratings
 Standards
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Proficient
Emerging
Not Evident
 Annual Ratings
 Proficient
 Emerging
 Unsatisfactory
Cobb Keys System
The Annual Evaluation Process
 Record personalized commentary for each
standard – no cut-n-paste!
Relate comments to the Standard
 Support the assigned rating
 Reinforce the Growth Model concept with your
language
 Honestly address performance
 Acknowledge growth and potential

Cobb Keys System
Professional Duties and
Responsibilities (D&R)
 At Last! A section for formal
assessment of 12 essential
performance qualities
 Each is rated as Unsatisfactory,
Needs Improvement, or
Satisfactory
 Overall D&R Summary Rating
 See Key for determining overall
Unsatisfactory, Needs
Improvement, or Satisfactory rating
Cobb Keys System
Professional Duties &
Responsibilities (PDR)
1. Reports to work as assigned
2. Maintains accurate, complete, and
appropriate records, files, and provides
for confidentiality of student records.
3. Demonstrates ethical behavior as
outlined in the American School
Counselor Association Code of Ethics
and the PSC Code of Ethics
4. Demonstrates effective listening,
writing, and speaking skills in a variety
of settings
Cobb Keys System
Professional Duties &
Responsibilities (PDR)
5. Interacts in a professional manner
with students, parents, staff, and
community.
6. Develops positive relationships with
students, fostering personal growth,
service to others, and academic
achievement.
7. Makes student referrals when
necessary.
8. Actively supports the School
Strategic Plan
Cobb Keys System
12 Professional Duties and
Responsibilities (PDR)
9. Enforces school procedures concerning
student conduct and discipline.
10. Attends and participates in faculty
meeting and professional learning
opportunities.
11. Keeps informed of laws, regulations, and
policies pertaining to school counseling
and school/system operations.
12. Adheres to school or system policies
regarding school counselor absences.
Cobb Keys System
Annual Performance Report
 Assign Overall Performance Rating, Section III
 Unsatisfactory
 Two or more Not Evident Standards Ratings or
Unsatisfactory summary rating on PDR
 Emerging
 Fewer than four Proficient Standards ratings &
Satisfactory or Needs Improvement summary rating
on PDR
 Proficient
 Four Proficient Standards ratings & a
Satisfactory summary rating on PDR
Cobb Keys System
Annual Performance Report
 Section III, Continued
 Record dates of observations and feedback conferences
 DO NOT list other types of conferences, such as
disciplinary conferences or the annual conference
 Section IV Signatures
 Evaluator, Principal, and Counselor sign & date
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Each person records the date by his/her signature
at the time of signing
Counselor’s signature indicates receipt of annual
report, not agreement with the content
Write Counselor chose not to sign, if needed
Cobb Keys System
Annual Performance Report
 Section VI: Comments by Counselor
 Optional. Use additional sheet, if necessary
 If counselor’s 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 you’re unsure if comments are an “appeal”,
contact Evaluation Systems office
What 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:
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Enrolling new students
Evaluating transcripts of new students
Creating schedules for new students
Performing other duties associated with
new student enrollment, as needed
School Counselor Registrar
How Do I Evaluate a School
Counselor Registrar?
 School Counselor Registrar Job
Description with ratings assigned by
evaluator
 Annual Alternate Summary Form
Professional Duties and
Responsibility Ratings assigned by
evaluator
 Overall annual rating assigned by
evaluator

Evaluations Deadline!
This includes:
Observations
Feedback conferences
OCGA 20-2-210 –
Completion of annual
In compliance with Georgia
law, ALL certified evaluation
reports
activity must be completed
Annual evaluation
prior to April 1, 2011!
conferences
 School Counselors,
Teachers, and
Paraprofessionals
IMPORTANT!!!
ALL Staff Evaluations
Impact of Overall
Unsatisfactory Rating


Certified employee is placed on
the PSC’s 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 Employees
Professional Development
Plans (PDP)

HR’s Employee Relations Department
oversees the implementation of
Professional Development Plans
(PDP) to support certified employees
with performance deficiencies

Contact John Adams, Director
Contact Gail Smith, Supervisor

 No Surprises!
A school counselor should never be able to
say…
I thought I was doing fine all year, but I received
a “Unsatisfactory” rating….or…
By the time I got feedback from my observation,
school was almost out. I didn’t have time to
improve my performance or get help.
No school counselor should receive an overall
Unsatisfactory rating unless he/she has been informed
in writing of specific performance concerns during the
year.
Certified Evaluation Appeals
An school counselor may base
his/her appeal on either of
two reasons

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Failure to follow
procedures
Failure to consider
significant information

Principal determines what
is “significant”
A school counselor may not
“grieve” the results of his/her
evaluation
Certified Evaluation Appeals
To 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 report
The 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 Principal’s response
The CHRO, AAS, and Director of Evaluation Systems will
review and provide a single response to the appeal within 20
days of receipt of the appeal
This exhausts the appeal process