Syracuse City School District Exchange Conference Report Form School Counselor School Exchange Conference Date Probationary Period From To Tenured: ❒ Yes ❒ No Evaluation Option ❒ Informed Decision Making Student Development School counselors shall demonstrate knowledge of student development, an understanding and appreciation of diversity, and the regular application of developmentally appropriate strategies in working with students and teachers. Planning The school counselor will demonstrate a thorough knowledge of the curriculum in order to assist parents and students with academic issues, plan for academic transitions, and help students and parents recognize academic strengths and weaknesses. Understanding School counselors will demonstrate the use of appropriate techniques and strategies while working with students, helping them discover their unique interests, aptitudes, and talents in support of their educational goals. Communication Forums School counselors will organize and facilitate opportunities for parents, students, and teachers to exchange information on student performance, educational planning, and career opportunities. Communication – contd. Information Dissemination The school counselor will demonstrate the ability to understand and utilize information from academic assessments, standardized tests, and other sources of information as warranted. Instructional Delivery The school counselor will demonstrate the delivery of the SCSD career education curriculum, interactive and developmentally appropriate strategies resulting in a high level of student involvement and learning. Professional Responsibilities Collaboration The school counselor shall demonstrate that he or she develops collaborative relationships with students, teachers, parents, administrators, and community resources to meet the educational, social, and emotional needs of students. Professional Qualities School counselors are expected to practice and promote ethical and professional behavior to positively contribute to their own school and positively upon the professionalism of the Syracuse City School District. and Responsive Practice The school counselor engage in and responsive activities that will contribute to their individual growth plan. Signature of Administrator Date Signature of School Counselor Date Copies to: School Counselor, Principal, Personnel, Director/Supervisor 13
Rubrics of Performance Indicators – School Counselor DOMAIN I: INFORMED DECISION MAKING ELEMENT A: STUDENT DEVELOPMENT Rubrics The rubrics have been developed as a continuum one’s professional performance and as such can be viewed as a collection of descriptors. THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS consistently frequently demonstrates growth needs support exemplary usually willing to try seldom customarily systematically begins to implement hardly ever almost always routinely needs additional support typically rarely MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently demonstrates knowledge of student development by applying a wide variety of appropriate strategies when working with students and staff. Frequently demonstrates knowledge of student development by applying a variety of appropriate strategies when working with students and staff. Demonstrates growth in understanding student development by applying a variety of appropriate strategies when working with students and staff. Needs support to demonstrate knowledge of student development by applying a variety of appropriate strategies when working with students and staff. Consistently demonstrates knowledge and respect for the issues of cultural understanding and diversity. Frequently demonstrates knowledge and respect for the issues of cultural understanding and diversity. Demonstrates growth in the issues of cultural understanding and diversity. Needs support to demonstrate knowledge and respect for the issues of cultural understanding and diversity. Consistently establishes relationships with students that a complete understanding of the developmental and needs of each child. Frequently establishes relationships with students that a complete understanding of the developmental stage and needs of each child. Demonstrates growth in establish- ing relationships with students that a complete understanding of the developmental stage and needs of each child. support to establish relationships with students that a complete under- standing of the developmental stage and needs of each child.
DOMAIN I: INFORMED DECISION MAKING ELEMENT B: PLANNING THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently demonstrates an understanding of the curriculum and can translate that understanding into plans for student transitions. Frequently demonstrates an understanding of the curriculum and can translate that understanding into plans for student transitions. Demonstrates growth in an understanding of the curriculum and can translate that understanding into plans for student transitions. Needs support with demonstrating an understanding of the curriculum and can translate that understanding into plans for student transitions. Consistently designs activities that communicate the relevan- cy of curricular goals to all stakeholders. Frequently designs activities that communicate the relevancy of curricular to all stakeholders. Demonstrates growth in design- ing activities that communicate the relevancy of curricular goals to all stakeholders. Needs support to design activities that communi- cate the relevancy of curricular goals to all stakeholders. Consistently conducts meaningful four-year planner conferences that provide academic and career information. Frequently conducts meaningful four-year planner conferences that provide academic and career information. Demonstrates growth in conducting meaningful four- year planner conferences that provide academic and career information. Needs support to conduct meaningful four- year planner conferences that provide academic and career information.
DOMAIN I: INFORMED DECISION MAKING ELEMENT C: Understanding MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently demonstrates a variety of techniques, help students identify educational goals. Frequently demonstrates a variety of techniques, which help students identify educational goals. Demonstrates growth in the use of a variety of techniques, which help students identify educational goals. support in demonstrating a variety of techniques, which help students identify educational goals. Consistently provides accurate and up-to-date information on educational and career oppor- tunities to parents and students. Frequently provides accurate and up-to-date information on educational and career oppor- tunities to parents and students. Demonstrates growth and provides accurate and up-to-date information on educational and career opportunities to parents and students. support in providing accurate and up-to- date information on educational and career opportunities to parents and students. Consistently communicates information on student progress to parents in a timely fashion. Frequently communicates information on student progress to parents in a timely fashion. Demonstrates growth in communicating information on student progress to parents in a timely fashion. Needs support in communicating information on student progress to parents in a timely fashion.
DOMAIN II: COMMUNICATION ELEMENT A: Forums MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently provides tunities for parents, students, and teachers to exchange infor- mation on student performance, educational planning, and career opportunities. Frequently provides opportuni- ties for parents, students, and teachers to exchange information on student performance, educational planning, and career opportunities. Demonstrates growth and oppor- tunities for parents, students, and teachers to exchange infor- mation on student performance, educational planning, and career opportunities. Needs support in providing opportunities for parents, students, and teachers to exchange information on student performance, educational planning, and career opportunities. Consistently provides inter- ventions for students as they encounter problems normally faced while growing up. Makes referrals to appropriate agencies as necessary. Frequently provides interven- tions for students as they encounter problems normally faced while growing up. Makes referrals to appropriate agencies as necessary. Demonstrates growth in pro- viding interventions for students as they encounter problems normally faced while growing up. Makes referrals to appro- priate agencies as necessary. Needs support to provide interventions for students as they encounter problems normally faced while growing up. Makes referrals to appropriate agencies as necessary. Consistently participates in the planning of transition programs for students as they move from school to school. Frequently participates in the planning of transition programs for students as they move from school to school. Demonstrates growth while participating in the planning of transition programs for students as they move from school to school. support to participate in the planning of transition programs for students as they move from school to school. Consistently contributes to meetings regarding special needs students and graduation requirements. Frequently contributes to meetings regarding special students and graduation requirements. Demonstrates growth contributing to meetings regarding special students and graduation requirements. Needs support to contribute to meetings regarding special needs students and graduation requirements.
DOMAIN II: COMMUNICATION ELEMENT B: Information Dissemination THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently keeps accurate records and provides information to parents, students, and teachers on graduation requirements, testing information, and pre- college and college assessments. Frequently keeps accurate records and provides information to parents, students, and teachers on graduation requirements, testing information, and pre-college and college assessments. Demonstrates growth in keeping accurate records and provides information to parents, students, and teachers on graduation require- ments, testing information, and pre-college and college assessments. Needs support to keep accurate records and provides information to parents, students, and teachers on graduation requirements, testing information, and pre-college and college assessments. Consistently interprets school- wide and standardized test information to parents, students, and teachers for use in decision making and planning. Frequently interprets school-wide and standardized test information to parents, students, and teachers for use in decision making and planning. Demonstrates growth in interpret- ing school-wide and standardized test information to parents, students, and teachers for use in decision making and planning. support to inter- pret school-wide and standardized test information to parents, students, and teachers for use in decision making and planning. DOMAIN II: COMMUNICATION ELEMENT C: Instructional Delivery MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently delivers career education to students using developmentally appropriate strategies. Frequently delivers career education to students developmentally appropriate strategies. Demonstrates growth in providing career education to students using developmentally appropriate strategies. Needs support to provide career education to students using developmentally appropriate strategies. Consistently makes connections between the relevance of career education, the core curriculum, and the student’s future endeavors. Frequently makes connections between the relevance of career education, the core curriculum, and the student’s future endeavors. Demonstrates growth in making connections between the relevance of career education, the core curriculum, and the student’s future endeavors. Needs support to make connections between the relevance of career education, the core curriculum, and the student’s future endeavors.
DOMAIN III: PROFESSIONAL RESPONSIBILITIES ELEMENT A: Collaboration MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently promotes collabora- tive efforts within the school and facilitates relationships between the school and the community at large. Frequently promotes collaborative efforts within the school and facilitates relationships between the school and the community at large. Demonstrates growth in promoting collaborative efforts within the school and facilitating relationships between the school and the community at large. Needs support to promote collaborative efforts within the school and facilitating relationships between the school and the community at large. Consistently networks with colleagues, support staff, and administration to better meet the needs of students. Frequently networks with colleagues, support staff, and administration to better meet the needs of students. Demonstrates growth in network- ing with colleagues, support staff, and administration to better meet the needs of students. Needs support to network with colleagues, support staff, and administration to better meet the needs of students. Consistently demonstrates effective interpersonal skills. Frequently demonstrates effective interpersonal skills. Occasionally demonstrates effective interpersonal skills. Needs support in effective interpersonal skills. DOMAIN III: PROFESSIONAL RESPONSIBILITIES ELEMENT B: Professional Qualities MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently practices ethical and professional counseling standards as outlined by the New York State and National School Counseling organizations. Frequently practices ethical and professional counseling standards as outlined by the New York State and National School Counseling organizations. Demonstrates growth in practicing ethical and professional counseling standards as outlined by the New York State and National School Counseling organizations. Needs support to promote collaborative efforts within the school and facilitates relationships between the school and the community at large. Consistently communicates and implements the school’s mission and goals in a professional and effective manner. Frequently communicates and implements the school’s mission and goals in a professional and effective manner. Demonstrates growth in communi- cating and implementing the school’s mission and goals in a professional and effective manner. Needs support to communicate and implement the school’s mission and goals in a professional and effective manner.
DOMAIN III: PROFESSIONAL RESPONSIBILITIES ELEMENT C: and Responsive Practices MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently out opportunities for professional development to enhance the building-wide and District guidance program. Frequently seeks out opportunities for professional development to enhance the building-wide and District guidance program. Occasionally out opportunities for professional development to enhance the building-wide and District guidance program. Seldom seeks out opportunities for professional development to enhance the building-wide and District guidance program. Consistently analyzes both building and District-wide achievement data to make appropriate recommendations in order to achieve desired outcomes. Frequently analyzes both building and District-wide achievement data to make appropriate recommendations in order to achieve desired outcomes. Demonstrates growth in analyzing both building and District- wide achievement data to make appropriate recommen-dations in order to achieve desired outcomes. Seldom demonstrates growth in analyzing both building and District-wide achievement data to make appropriate recommen- dations in order to achieve desired outcomes. Consistently advocates for the guidance program, makes suggestions for improvement, and is in implementing new strategies to meet student needs. Frequently advocates for the guidance program, suggestions for improvement, and is in implementing new strategies to meet student needs. Demonstrates growth in advocating for the guidance program, makes suggestions for improvement, and is in implementing new strategies to meet student needs. Seldom demonstrates growth in advocating for the guidance program and in making suggestions for improvement; is seldom in imple- menting new strategies to meet student needs.
COMMUNICATION A process by which information is exchanged, verbal or written, between individuals. COMMUNITY An interacting population with a common interest in a particular area. CONCERN The initial written of a problematic situation or condition related to the evaluation criteria. This concern(s) is the of the Assistance Plan for Improvement. CONSULTANT An experienced tenured teacher who works under the supervision of the TEACHER PAR Panel, provides support and guidance to the year intern, and is responsible for the formal evaluation. CORRECTIVE The negotiated document which provides written strategies developed by ACTION PLAN the practitioner and administrator to correct a The document is developed if outcomes of the Collaborative Conversation/ Assistance Plan have not been met. DATA COLLECTION Records and reports of formal and informal observations, experiences, and events. Data are artifacts, facts or from which conclusions may be drawn. Data become information when they are put to use, as for planning and decision making. DEFICIENCY An area where a practitioner is not meeting standards. EVALUATION Judgment regarding the quality, value, or worth of a response, product, or performance based on established criteria. Evaluations are usually based on multiple sources of information. The terms “evaluation” and “assessment” are often used interchangeably. EVALUATION A meeting between an administrator and the practitioner to review and CONFERENCE discuss the practitioner’s overall performance. EVALUATION The written documentation of a practitioner’s overall performance based REPORT on information shared at the evaluation conference. EXCHANGE An annual, non-data-collecting meeting between the practitioner(s) and an CONFERENCE administrator to discuss the criteria for evaluation. INTENT TO DISMISS A formal written notice by the superintendent.
Glossary INTERN A year teacher. INDIVIDUAL Individuals identify goals for professional growth based on district and PROFESSIONAL school goals using Performance Indicators as a base. Rubrics are used as GROWTH PLAN a resource. Action steps are developed to meet these goals. MENTOR One who works with a staff member in a non-evaluative role to acclimate them to the District’s policies, procedures, and performance indicators. MENTOR TEACHER A year-long program for or second year practitioners to work with an INTERN PROGRAM experienced tenured practitioner as a mentor time for (MTIP) job-embedded professional development. MULTIPLE DATA Use of more than one source of feedback in practitioner evaluation process SOURCES to achieve a varied representation of practitioner performance. NATIONAL Rigorous process through which practitioner demonstrates their expertise CERTIFICATION in a given content area or NETWORKING The exchange of information or services individuals, groups, or institutions. OUTCOME Those items or tasks for which students must create a response or answer (e.g., a written or oral answer, a product, or a performance). PACING The deliberate movement of lesson activities to ensure maximum student participation. PEDAGOGY The art, science, or profession of teaching. PEER ASSISTANCE The PAR Panel is the governing body of the PAR Program. The Panel AND REVIEW PANEL consists of appointed union representatives named by STA and four appointed management representatives named by the Superintendent of Schools in consultation with SAAS. PEER ASSISTANCE The Peer Assistance and Review Program (PAR) is a cooperative union AND REVIEW management program of teacher evaluation for teachers PROGRAM (PAR) (interns).