6.1 Designs and/or selects assessments that match learning objectives with assessment methods so that learners can demonstrate their knowledge and skills. Assessments are not aligned with learning objectives and/ or do not enable students to demonstrate their learning. Constructs and/or selects formative and summative assessments that sometimes do not align with learning objectives, and may use limited measures for learners to demonstrate what they know. Constructs and/or selects formative and summative assessments that align with learning objectives and use multiple measures for learners to demonstrate what they know. Constructs and/or selects assessments that clearly inform students of their progress and encourage them to take responsibility for their learning by showing an understanding of where they are and their next steps for learning. 6.2 Works independently and collaboratively to examine formative and summative assessment data to identify student learning needs and strengths to inform instruction. Uses assessment solely as a means to determine a grade and/or neither examines assessment data independently nor with colleagues to inform instructional decisions. Documents, analyzes and interprets limited student assessment data independently and with colleagues, and/or assessment data is sometimes used to identify student learning needs. Documents, analyzes and interprets a variety of student assessment data, independently and with colleagues, to identify individual student learning needs, trends, and patterns among groups of students to inform instruction. Documents, analyzes and interprets a variety of student assessment data, independently and with colleagues, resulting in a continuous feedback loop of effective assessment informing effective instruction. 6.3 Engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress. Performance standards are not provided to students. Rarely provides models or guidance for students to improve the quality of their work. Sometimes provides performance standards for student work and/or standards may lack specific expectations. Sometimes provides models and guides students in methods for improving the quality of their work. Provides explicit performance standards for student work. Provides models and guides students in methods for improving the quality of their work. Models and facilitates processes that involve students in examining and assessing their work products, both individually and collectively, using clearly defined performance standards. Allocates time to provide specific descriptive feedback to individual learners. Standard 6: Assessment (continued) The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Guiding Questions Evidence Examples
Indicator Does Not Meet Standard (DNM) Developing Proficiency Toward Standard (DP) Proficient Relative to Standard (PR) Exceeds Standard (E) 8.4 Poses questions to stimulate discussion that serve different purposes, such as probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question. Does not use questioning strategies to stimulate discussion that enhances student learning. While not always effective, attempts to use questioning strategies to stimulate discussion that enhances student learning. Uses questioning strategies to stimulate discussion that enhances student learning. Flexibly uses questioning strategies, based on analysis of student understanding, to stimulate discussion and move students forward in their learning. 8.5 Engages all learners in developing higher order thinking skills and metacognitive processes. Does not use teaching strategies to develop higher order thinking skills or metacognitive processes. Uses a limited number of strategies that are sometimes effective at developing higher order thinking skills and metacognitive processes for all learners. Effectively uses various strategies to engage all learners in developing higher order thinking skills and metacognitive processes. Creates a classroom culture where students use higher order thinking skills and metacognitive processes, both independently and with others, as a natural part of the learning process. Guiding Questions Evidence Examples • Are varied roles used (at appropriate times) during the instructional process? • Are appropriate tools and/or available technology utilized to enhance and support inquiry and instruction? • Do students receive encouragement in applying various levels of questioning and problem-solving strategies? • Is collaboration in inquiry and problem-solving encouraged among students? • Work samples • Lesson plans that demonstrate a variety of instructional strategies (as appropriate to the content and learners) • Use of varied grouping strategies (e.g., individual, small group, and whole group) • Observation of student engagement Standard 8: Instructional Strategies (continued) The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Music Guiding Questions and Evidence Examples
10.1 Takes an active role in instructional meetings and activities. Rarely engages in meetings and activities designed to plan curriculum, coordinate resources, and solve problems. Sometimes engages in meetings and activities designed to plan curriculum, coordinate resources and solve problems. Engages in meetings and activities designed to plan curriculum, coordinate resources, and solve problems. Initiates opportunities for staff collaboration to plan curriculum, coordinate resources, and solve problems. 10.2 Works collaboratively with students and families to support learner development and achievement. Rarely invites interactive communication to support learner development and achievement. Sometimes invites interactive communication. Shares information to support learner development and achievement. Invites interactive communication to support learner development and achievement. Uses interactive communication to foster a culture in which students know how to advocate for and articulate their learning needs in order to improve their achievement. 10.3 Models effective practice and demonstrates shared leadership (either formally or informally) in support of school and program goals. Does not cooperate with colleagues and/or does not implement effective practices in support of school and program goals. Cooperates with colleagues in implementing effective practices in support of school and program goals. Actively collaborates with colleagues in modeling and discussing effective practices in support of school and program goals. Initiates collaboration, modeling, and reflective discussion of effective practices in support of school and program goals and advancement of the profession. Standard 10: Leadership and Collaboration (continued) The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Guiding Questions Evidence Examples • Is there evidence of collaborative work with team members and/or the entire school to • Documentation of communication with families on student needs
The Professional School Counselor (PSC) plans and designs a standards-based, data-driven comprehensive school counseling program by creating foundational components that are aligned with the school and district strategic plans, as well as state and national school counseling standards. Guiding Questions Evidence Examples • Is there a demonstrated understanding of ASCA/OCGCF standards? • Is there a demonstrated understanding of district mission, beliefs, and philosophy? • Are the mission, beliefs and philosophy published or displayed for stakeholder view? • How does the PSC incorporate the four domains in the delivery of the school counseling program? • Lesson Plans (reflecting four domains) • Annual Advocacy Plan/Measure • Counselor Website • Advisory Council Standard 2: Delivery System The Professional School Counselor delivers a data-driven, prevention-based, developmental, and comprehensive school counseling program. Indicator Does Not Meet Standard (DNM) Developing Proficiency Toward Standard (DP) Proficient Relative to Standard (PR) Exceeds Standard (E)
2.1 The PSC facilitates delivery of a data-driven guidance curriculum aimed at the four domains. Presents minimal evidence that a standards-based curriculum is delivered on a consistent basis to ensure student mastery of competencies. Provides guidance units, but there is some evidence that it is prevention based, aligned with standards or aimed at addressing student mastery of competencies. Organizes comprehensive, proactive, developmentally appropriate guidance units. Manages an environment and provides opportunities that encourage learning. Uses effective strategies that ensure student engagement for mastery of competencies. Highly skilled in organizing comprehensive, proactive, developmentally appropriate guidance units. Manages the environment and provides opportunities that foster learning. Integrates a wide array of strategies to ensure student engagement for mastery of competencies. 2.2 The PSC coordinates consistent programming designed to help students on an individual or small group basis to establish personal goals and develop future plans. Does not counsel individual students and small groups of students with identified needs and concerns. Makes minimal effort to assist students with goal setting. Counsels individual students and small groups occasionally, using a limited number of strategies. Ineffective or unclear referral process. Counsels individual students and small groups of students based on identified needs, using appropriate theories and strategies. Informs students, parents and staff about the student referral process. Uses appropriate theories and strategies when working with students and assists in the establishment of concrete plans, aimed at problem resolution. Utilizes an extensive repertoire of strategies to initiate and refine referral processes. 2.3 The PSC 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. Does not address the immediate needs or concerns of students. While not always effective, attempts to establish processes or systems designed to address immediate needs or concerns of students. Actively implements and revises immediate and ongoing responsive services planning to address student needs or concerns. Proactively plans and provides leadership in order to systemically initiate responsive services which address student, school-wide and/or district needs or concerns. Standard 2: Delivery System (continued) The Professional School Counselor delivers a data-driven, prevention-based, developmental, and comprehensive school counseling program.
3.1 The PSC works with school administration to develop a Management Agreement defining the school counselor’s role in the school counseling program. Does not communicate or collaborate with school administration about school counselor’s role in the school. No verbal or written Management Agreement exists. Communicates with school administration to establish an agreement about the counselor role in the school. Collaborates with administration to create a detailed annual written Management Agreement to align with the ASCA Model. Counselor activities and practices are aligned with the terms of the agreement. Documents ongoing communication with administration to review and revise Management Agreement to continually improve practices. Counselor activities and practices are guided by the terms of the agreement. 3.2 The PSC establishes and regularly convenes an advisory council for the comprehensive school counseling program. Provides no documentation of stakeholder input on planning and designing the school counseling program. Documents some stakeholder input in planning and designing the school counseling program, but has not established or convened an advisory council. Establishes and convenes an advisory council to advise and assist with planning and designing the school counseling program and meets at least two times per year. Meets at least twice annually with the established advisory council and integrates actions and recommendations of the advisory council into planning, designing and implementing the school counseling program. Bylaws, agendas, and minutes exist. 3.3 The PSC participates in the design and implementation of school guidance curriculum action plans aligning them with both school and school counseling program goals. Minimal evidence of participation in the design and implementation of guidance curriculum action plans. While not always effective, attempts to implement guidance curriculum action plans. Creates and/or implements guidance curriculum action plans. Clear alignment with school and program goals. Continually refines and implements guidance curriculum action plans. Shares results with stakeholders and seeks input for improvement. Standard 3: Management (continued) The Professional School Counselor manages a developmental, comprehensive school, data-driven counseling program. Indicator Does Not Meet Standard (DNM) Developing Proficiency Toward Standard (DP) Proficient Relative to Standard (PR) Exceeds Standard (E)
The Professional School Counselor monitors and evaluates the processes and results of the comprehensive school counseling program. Indicator Does Not Meet Standard (DNM) Developing Proficiency Toward Standard (DP) Proficient Relative to Standard (PR) Exceeds Standard (E) 4.1 The PSC helps design and implement a collaborative monitoring system to whether students are on grade level, in order to improve student academic success in school. Rarely provides evidence of monitoring systems in place. Attempts to use and/or partial development of monitoring systems that may be appropriate to the school or students. Develops and/or implements effective monitoring systems and consistently utilizes them to monitor and support student and school success. Integrates a comprehensive monitoring system using individual student data and other early warning signs to identify at-risk students. Processes and procedures are in place to support these students. 4.2 The PSC collects and analyzes data for school counseling activities and interventions. Provides minimal evidence of data collection for SC activities. Sometimes analyzes data for SC activities. Attempts to develop some interventions, based on data analysis. Collects, analyzes and uses process, perception and results data to determine the effectiveness of SC activities and interventions. Modifies program to improve outcomes. Collects process, perception and results data to determine the effectiveness of SC activities and interventions. Uses data sharing strategies with stakeholders to promote systemic improvement. 4.3 The PSC submits written results reports for his/her school counseling activities and interventions to supervisor. Provides no evidence that written results reports will be completed and submitted on time. Written results reports are not completed or submitted on time. Provides vague written results reports related to the school counseling program and student outcomes. Provides timely written results reports with process, perception and results data for school guidance curriculum and closing the gap activities. Provides timely written results reports that are clearly aligned with school goals. High quality process, perception and results data are included and shared with stakeholders for continuous improvement. Standard 4: Accountability (continued) The Professional School Counselor monitors and evaluates the processes and results of the comprehensive school counseling program. Indicator Does Not Meet Standard (DNM) Developing Proficiency Toward Standard (DP) Proficient Relative to Standard (PR) Exceeds Standard (E)
6.3 The PSC demonstrates knowledge of legal and ethical rights and responsibilities. Demonstrates inadequate knowledge of federal, state, and district regulations and policies. Demonstrates limited understanding of federal, state, and district regulations and policies. Demonstrates thorough understanding and fully complies with federal, state, and district regulations and policies. Conducts self in a professional and ethical manner when dealing with students, families and colleagues. Demonstrates an understanding of the larger context of public education policy by staying abreast of changing laws and ethical standards, through literature, professional development or activities. Models the highest legal and ethical standards, ensuring that professional practices support the success of all students and supports their individual rights. Standard 6: Professional Learning and Ethical Practice (continued) The Professional School Counselor (PSC) adheres to professional ethical standards, policies and laws in conduct and practices. The PSC assumes responsibilities for his/her professional growth, aimed at improving the school counseling program and professional practices that adhere to ethical standards, school policies, and laws, and the development of the school counseling profession. Guiding Questions Examples Evidence Examples • Is the PSC able to be personable and collaborative with students, parents and staff? • Does the PSC adhere to professional and ethical standards? • Does the PSC show or reflect cultural awareness in his/her counseling activities? • Academy of Teaching and Learning transcript (PDU verification) • Documentation of professional membership (such as ASCA/OSCA) • Counselor Website • Professional growth goals • Documentation of professional conference attendance • Participation in professional development related to cultural competency
Teacher Rubric Worksheet St. 7: Planning for instruction DNM DP PR E 7.1 7.2 7.3 7.1 Designs instruction and learning aligned to curriculum standards and student needs 7.2 Evaluates and adjusts plans based on student outcomes 7.3 Plans collaboratively with other professionals to meet student learning needs St. 8: Instructional strategies DNM DP PR E 8.1 8.2 8.3 8.4 8.5 8.1 Varies role in instructional process 8.2 Uses available media and technology to support content and skill development 8.3 Employs a variety of strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes 8.4 Utilizes a variety of questioning and discussion techniques to help learners understand and articulate their ideas 8.5 Encourages all learners to develop higher order thinking skills and self-reflection DNM DP PR E 9.1 9.2 9.3 St. 9: Professional learning and ethical practice 9.1 Engages in ongoing academic and professional development activities 9.2 Uses multiple sources of evidence to self-assess effectiveness 9.3 Demonstrates knowledge of legal and ethical rights and responsibilities DNM DP PR E 10.1 10.2 10.3 St. 10: Leadership and Collaboration 10.1 Takes an active role in instructional meetings and activities 10.2 Works collaboratively with students and families to support learner development 10.3 Models effective practice and demonstrates shared leadership in support of school and program goals DNM DP PR E 1.1 1.2 1.3 Counselor Rubric Worksheet St. 1: Foundation
Teacher slg Goal Setting template Teacher: ________________________________________ Contract Status: _______________________________ School: _________________________________________ School Year: __________________________________ Administrator/evaluator: ____________________________________ Date: ________________________________ Grade Level: Elementary Middle School High School Goal Type: Individual Goal Team Goal SLG GOAL 1 Goal-Setting Conference Content Standards/Skills Assessments Category 1 _________________________________________________________________________ Category 2 __________________________________________________________________________ Context/Students Baseline Data Student Growth Goal (Targets) Rationale Strategies Professional Learning and Support SLG GOAL 2
The Oregon Matrix for Summative Evaluations for Teachers and Administrators Beginning in the 2014-15 school year, all districts will use the Oregon Matrix Model for their summative evaluations. In the Oregon Matrix, Professional Practice (PP) and Professional Responsibilities (PR) intersect with Student Learning and Growth (SLG) culminating in a Professional Growth Plans (Facilitative, Collegial, Consulting, Directed) and summative performance level. When there is a discrepancy between the PP/PR level and SLG level, further inquiry is triggered to explore and understand the reasons for the discrepancy in order to then determine the Professional Growth Plan and corresponding summative performance level. Y-AXIS: Combined Rating on Professional Practice and Professional Responsibilities (PP/PR) LEVEL 4 (Highest) COLLEGIAL Focus on SLG Goals *SLG INQUIRY due to LOW level of fidelity between measures 3 FACILITATIVE or COLLEGIAL Focus on SLG Goals Determined post inquiry *SLG INQUIRY due to only SOME level of fidelity between measures 3 or 4 FACILITATIVE GOOD level of fidelity between measures 4 FACILITATIVE HIGHEST level of fidelity between measures 4 LEVEL 3 COLLEGIAL or CONSULTING Focus on SLG Goals Determined post inquiry *SLG INQUIRY due to SOME level of fidelity between measures 2 or 3 COLLEGIAL PLAN GOOD level of fidelity between measures 3 COLLEGIAL HIGHEST level of fidelity between measures 3 COLLEGIAL GOOD level of fidelity between measures 3 LEVEL 2 CONSULTING GOOD level of fidelity between measures 2 CONSULTING HIGHEST level of fidelity between measures 2 CONSULTING GOOD level of fidelity between measures 2 COLLEGIAL or CONSULTING Determined post inquiry *PP/PR INQUIRY due to only SOME level of fidelity between measures 2 or 3 LEVEL 1 (Lowest) DIRECTED HIGHEST level of fidelity between measures 1 DIRECTED GOOD level of fidelity between measures 1 CONSULTING or DIRECTED Determined post inquiry *PP/PR INQUIRY due to only SOME level of fidelity between measures 1 or 2 CONSULTING *PP/PR INQUIRY due to only LOW level of fidelity between measures 2 LEVEL 1 (Lowest) LEVEL 2 LEVEL 3 LEVEL 4 (Highest) X-AXIS: Rating on Student Learning and Growth *Ratings in these areas require an inquiry process in order to determine a summative performance level and Professional Growth Plan.
Teacher Artifact Checklist St. 7: Planning for instruction Observed Artifact 7.1 7.2 7.3 7.1 Designs instruction and learning aligned to curriculum standards and student needs 7.2 Evaluates and adjusts plans based on student outcomes 7.3 Plans collaboratively with other professionals to meet student learning needs St. 8: Instructional strategies Observed Artifact 8.1 8.2 8.3 8.4 8.5 8.1 Varies role in instructional process 8.2 Uses available media and technology to support content and skill development 8.3 Employs a variety of strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes 8.4 Utilizes a variety of questioning and discussion techniques to help learners understand and articulate their ideas 8.5 Encourages all learners to develop higher order thinking skills and self-reflection Observed Artifact 9.1 9.2 9.3 St. 9: Professional learning and ethical practice 9.1 Engages in ongoing academic and professional development activities 9.2 Uses multiple sources of evidence to self-assess effectiveness 9.3 Demonstrates knowledge of legal and ethical rights and responsibilities Observed Artifact 10.1 10.2 10.3 St. 10: Leadership and Collaboration 10.1 Takes an active role in instructional meetings and activities 10.2 Works collaboratively with students and families to support learner development 10.3 Models effective practice and demonstrates shared leadership in support of school and program goal