Annual Teacher Performance Ratings – Comparisons and Trends
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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
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
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
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
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
Exemplary
Proficient
Needs Improvement
Annual Ratings
Exemplary
Proficient
Unsatisfactory
Cobb Key Ratings
Standards
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
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:
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
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