DOMAIN 1 FOR SCHOOL COUNSELORS: PLANNING AND PREPARATION component Level of Performance Unsatisfactory Basic Proficient Distinguished 1a: Demonstrating knowledge of counseling theory and techniques Counselor demonstrates little understanding of counseling theory and techniques. Counselor demonstrates basic understanding of counseling theory and techniques. Counselor demonstrates understanding of counseling theory and techniques. Counselor demonstrates deep and thorough understanding of counseling theory and techniques. 1b: Demonstrating knowledge of child and adolescent development Counselor displays little or no knowledge of child and adolescent development. Counselor displays partial knowledge of child and adolescent development. Counselor displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, counselor displays knowledge of the extent to which individual students follow the general patterns. 1c: Establishing goals for the counseling program appropriate to the setting and the students served Counselor has no clear goals for the counseling program, or they are inappropriate to either the situation or the age of the students. Counselor’s goals for the counseling program are rudimentary and are partially suitable to the situation and the age of the students. Counselor’s goals for the counseling program are clear and appropriate to the situation in the school and to the age of the students. Counselor’s goals for the counseling program are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students, parents, and colleagues.
Domain 1 for School Counselors: Planning and Preparation (continued) component Level of Performance Unsatisfactory Basic Proficient Distinguished 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district Counselor demonstrates little or no knowledge of governmental regulations and of resources for students available through the school or district. Counselor displays awareness of governmental regulations and of resources for students available through the school or district, but no knowledge of resources available more broadly. Counselor displays awareness of governmental regulations and of resources for students available through the school or district, and some familiarity with resources external to the school. Counselor’s knowledge of governmental regulations and of resources for students is extensive, including those available through the school or district and in the community. 1e: Planning the counseling program, integrated with the regular school program Counseling program consists of a random collection of unrelated activities, lacking coherence or an overall structure. Counselor’s plan has a guiding principle and includes a number of worthwhile activities, but some of them don’t fit with the broader goals. Counselor has developed a plan that includes the important aspects of counseling in the setting. Counselor’s plan is highly coherent and serves to support not only the students individually and in groups, but also the broader educational program. 1f: Developing a plan to evaluate the counseling program Counselor has no plan to evaluate the program or resists suggestions that such an evaluation is important. Counselor has a rudimentary plan to evaluate the counseling program. Counselor’s plan to evaluate the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. Counselor’s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. DOMAIN 2 FOR SCHOOL COUNSELORS: THE ENVIRONMENT
4f: Showing professionalism Counselor displays dishonesty in interactions with colleagues, students, and the public; violates principles of confidentiality. Counselor is honest in interactions with colleagues, students, and the public; does not violate confidentiality. Counselor displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public; advocates for students when needed. Counselor can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues.