and challenged to succeed through school counseling activities. Activities do not integrate state and district standards. academicpersonal and social development. Conveys minimal expectations for student success. development; conveys high expectations for student success. academicpersonal and social development activities. Counseling practice is consistently differentiated for individual student progress toward meeting state and district standards. Unacceptable Basic Proficient Distinguished Comments: 3b. Identifies and uses counseling strategies and resources that are appropriate to the individual and special of students. 3c,3e,4f* U Uses inappropriate counseling strategies and resources which do not meet the individual and special needs of students. Counseling activities benefit only a select group of students Does not make adjustments in curriculum to accommodate different learning styles. Demonstrates a limited repertoire of counseling strategies and resource knowledge appropriate to meet individual and special needs of students. Designs counseling activities that benefit only a limited number of students. Uses minimal adjustment in curriculum to accommodate different learning styles. Identifies and uses counseling strategies and resources that are appropriate to the individual and special needs of students by demonstrating knowledge of the different ways students learn; designs counseling activities to benefit the greatest number of students; uses flexible curriculum to accommodate different learning styles. Creates and uses an extensive repertoire of counseling strategies and resourcesincluding technologyappropriate to the individual and social needs of students. Designs a wide range of counseling goals that are flexible and challenging for a broad diversity of students with various students learning styles. Modalities and “multiple intelligences” are applied for maximum learning. Unacceptable Basic Proficient Distinguished Comments: 3c. Incorporates characteristics of cultural differences into the school counseling program. 1d,1e,6a* U Demonstrates little or no knowledge of student’s interest or cultural heritage; does not indicate that such knowledge is valuable and does not provide opportunities for students to about each other. Recognizes in a limited way the value of understanding student’s interest or cultural heritage; provides limited opportunities for students to learn about and appreciate each other. Incorporates characteristics of culture by demonstrating an understanding of cultural differences; provides opportunities for students to learn about and appreciate each other. Demonstrates a thorough knowledge of how cultural differences in students may affect their individual learning and social development; places a high value on appreciation of diversity; provides many opportunities to naturally integrate cultural learning into the counseling curriculum. Unacceptable Basic Proficient Distinguished Comments:
4b. Facilitates a school counseling program. 3b,6c,6e* U Inappropriately facilitates the school counseling program; Counseling goals are consistently unclear or nonexistent; organizing personnelphysical resources and activities infrequently or never addresses the needspriorities and objectives of the school. Partially facilitates a school counseling program; counseling are frequently unclear; organizing personnelphysical resources and activities do not always address the needspriorities and objectives specific to the school. Facilitates a school counseling program; organizes personnelphysical resources and activities to address the needspriorities and objectives specific to the school. Facilitates and enhances a school counseling program through effective leadership; counseling goals are clear; motivates and organizes personnel; maximizes physical resources and activities to address the needspriorities and objectives specific to the school. Unacceptable Proficient Distinguished Comments: 4c. Establishes the relevancy of the school counseling program. 3a,4d* U Not able to establish the relevance of the counseling program to students; activities rarely or never demonstrate the importance and relation to student‘s lifework and community. Infrequently able to establish the relevance of the counseling program to students; activities minimally demonstrate their importance and relation to student’s lifeworkand community. Establishes the relevance of the program to students by clearly demonstrating its importance and relation to lifeworkand community; e.g.social skillscareer developmentconflict resolutioncrisis managementdiversity traininganger managementetc. Establishes the relevance of the program beyond the student population; e.g. school staffschool boarddistrictcommunitystatewide settings. Unacceptable Basic Proficient Distinguished Comments: 4d. Uses time effectively. 6d* Counseling plans are consistently unclear or non-existent; unable to manage case loads effectively. Counseling plans are infrequently clear to students and staff; is only able to occasionally manage case loads effectively. Clearly communicates counseling plans so students and staff understand them; manages caseload effectively: e.g.phone callsconferencesguidance lessonsconsultationsteam meetingsrecommendationsschedulingcounseling groups. Counseling plans are well organizedeffective and clearly communicated; performs additional tasks as well as manage case load effectively: e.g. in-servicesspecial projectsgrant writing and various school committeesetc. Unacceptable Proficient Distinguished Comments: *Indicates Teaching Standards and Criteria
EXPECTATION 5: A SCHOOL COUNSELOR FACILITATESMONITORS AND ASSESSES STUDENT DEVELOPMENT. Note: Please place an X on the line located below each Teaching Standard that best fits your answer from Basic – Distinguished or check the box if unacceptable. ____________________________________________________________________________________________________________ 5a. Facilitates student development. 5d* U Does not use a variety of educational counseling resources or uses them ineffectively; does not use available technology. Uses some educational counseling resources and may use available technology; counseling practices are moderately effective in engaging students to facilitate success. Use a wide variety of educational counseling resourcesincluding available technology to incorporate the four components of a comprehensive school counseling program; engages most students to facilitate their success by providing guidance for maximizing personal growth. extensive and creative use of a wide variety of counseling resources including available technology to incorporate the four components of the comprehensive school counseling program in order to engage students to maximize their success and personal growth. Unacceptable Basic Proficient Distinguished Comments: 5b. Monitors student development. 3a,5d* U Fails to check for student progress; does not guide students through the development of educational and personal goals and career awareness; unable to facilitate informed choices of the students. Irregularly checks for student progress; occasionally guides students through the development of educational and personal goals and career awareness; sometimes utilizes toolsindividual planning skills and counseling to facilitate informed choices. Checks regularly for student progress; guides students through the development of educational and personal goals and career awareness; utilizes toolsindividual planning skills and counseling to facilitate informed choices. Consistently checks for student progress. Utilizes a wide variety of toolsindividual planning skills and counseling to assist students in making choices involving aptitudeinterestsocial skillsand learning styles as they apply to the development of educational and personal goals and career awareness. Involves parents and families in setting and monitoring student goals. Unacceptable Basic Proficient Distinguished Comments:
5c. Uses assessment as a tool to facilitate student development. 5a,5c* U Unable to assess the developmental needs of students and unable to interpretapply and communicate learning results. Lack of collaboration with staff concerning the assessment of special needs students. Assesses only some of the developmental needs of students and may not always link academic and career expectations; demonstrates limited ability to interpretapply and communicate learning results to studentsfacultyparents and community; infrequent collaboration with staff concerning assessment of special needs students. Assesses the developmental needs of students and links academic and career expectations; interpretsapplies and communicates learning results to studentsfacultyparentsand community; collaborates with staff concerning assessment of special needs students. Frequently and accurately assesses the developmental needs of students; effectively utilizes these assessments to interpret applies and communicates learning results to studentsfacultyparents and community; demonstrates ongoing collaboration with staff regarding interestsaptitudeachievementtemperaments and learning styles of special needs students. Unacceptable Basic Proficient Distinguished Comments: 5d. Informs parentsstudents and of student development. 5b,5e U Lack of inappropriate communication with studentsstaff and parents; unable to maintain records accurately. Infrequent or sometimes inappropriate communication with studentsstaffand parents; inconsistent or inaccurate maintenance of records. Maintains appropriate communication with studentsstaff and parents; maintains records accurately. Exceeds necessary communication with studentsstaff and parents; consistently maintains accurate and appropriate records. Unacceptable Proficient Distinguished Comments: 5e. Collaborates with agencies and schools. 5f* U Lacks or fails to utilize a referral process for assisting students and others to use special programsservices and community agencies. Inconsistently utilizes a referral process for assisting students and others to use special programsservices and community agencies. Utilizes a referral process for assisting students and others to use special programsservices and community agencies. Creates and/or coordinates a referral process for assisting students and others to use special programsservices and community agencies: e.g. student assistance teamtransition activities. Unacceptable Proficient Distinguished Comments: *Indicates Teaching Standards and Criteria EXPECTATION 6: A SCHOOL COUNSELOR SUPPORTS A POSITIVE LEARNING ENVIRONMENT
Note: Please place an X on the line located below each Teaching Standard that best fits your answer from Basic – Distinguished or check the box if unacceptable. ____________________________________________________________________________________________________________ 6a. Supports a positive learning environment. 6a* U Lack of support for a safe learning environment; failure to collaborate with facultystaffadministrators and others to enhance their work with students and participate in teams. Maintains a safe learning environment which may not foster inclusiveness; infrequently collaborates with facultystaffadministrators and others to enhance their work with students and participate in teams. Supports a stimulatinginclusive and safe learning community; collaborates with facultystaffadministrators and others to enhance their work with students and participate in school-based teams. Fosters and creates a stimulatinginclusive and safe learning community in students take intellectual risks and work independently and collaboratively: designs and facilitates school-based teams to encourage collaboration with facultystaffadministrators and others to enhance their work with students. Unacceptable Basic Proficient Distinguished Comments: 6b. Reinforces high expectations for students. 6c* U Standards for student performance and expectations are lacking or are consistently unclear; fails to understand and articulate district and school discipline policiesclassroom rules and behavior expectations. Reinforces minimal standards for student performance and expectations which are at times unclear; vaguely understands and articulates district and school discipline policiesclassroom rules and behavior expectations. Reinforces high standards for student performance and communicates expectations of what students will need to meet curriculum standards; understands and clearly articulates district and school discipline policiesclassroom rules and behavior expectations. Creates and expects high standards for student performance; communicates expectations clearly at all times what students need to meet or exceed curriculum standards; assistsdevelops and articulates district and school discipline policiesclassroom rules and behavior expectations; is able to recognize and acknowledge outstanding student performance. Unacceptable Basic Proficient Distinguished Comments:
8b. Displays individual professional responsibility and decorum. 8b* U Does not display individual professional responsibility and decorumi.e.decisions are based on self serving interests and are not open to suggestions. Does not update or implement counseling related information and skills through professional development activities to improve the quality of school counseling programs. Decisions are based on limited considerations. Exhibits minimal deference to professional decorum. Inconsistently updates and implements counseling related information and skills through professional development activities to improve the quality of school counseling programs. Displays individual professional responsibility and decorume.g.participates in schoolteam and departmental decision makingmodel professional decorum; update and implement counseling related information and skills through professional development activities to improve the quality of school counseling programs. Demonstrates leadership role in schoolteam or departmental decision making and helps ensure that such decisions are based on the highest professional standards; high ethical standard of decorum is exhibited. Evaluates own performance and establishes priorities to update and implement counseling related information and skills through professional development activities needed to improve the quality of school counseling programs. Unacceptable Proficient Distinguished Comments: 8c. Enhances the District curriculum content and instructional strategies. 4a* U Engages in no professional development activities to enhance knowledge or skill beyond certification requirements; does not follow or support district curriculum. Follows the District counseling curriculumcontent and strategies with little enhancement of professional development activities that promote student success. Enhances the District counseling curriculumcontentand strategies in several waysi.e.guest/career speakerscollegial planningprofessional development. Consistently enhances the District counseling programcontent and instructional/behavioral strategies in collaboration with SCCSD counselors as well as classroom teachers in offer to assist students in meeting behavioral or academic goals. Unacceptable Basic Proficient Distinguished Comments: 8d. Participates in non-instructional duties. 8a* U Avoids becoming involved in school and district routines and duties. Participates in routines and events inconsistently or only when specifically Participates in school and district duties and routines. Participates in school and district routines and dutiesmaking a substantial contribution. Unacceptable Basic Proficient Distinguished Comments: 8e. Establishes and maintains relationships with colleagues. 8e* U Does not establish or foster supportive and cooperative relationships with colleagues. Establishes few supportive and cooperative relationships with colleagues. Establishes and maintains supportive and cooperative relationships with colleagues. Establishes and maintains supportive and cooperative relations with colleagues; demonstrates initiative and leadership staff. Unacceptable Basic Proficient Distinguished Comments: *Indicates Teaching Standards and Criteria