I. Planning and Preparation Domain (This domain considers actions counselors take in advance of instruction.) Content and pedagogical knowledge Uses current knowledge to design school counseling program Anticipates student misconceptions and develops multiple strategies to overcome them Integrates learning tasks from multiple cultural perspectives throughout the school year Plans and organizes a comprehensive guidance and school counseling program to support academic and personal/social student growth. Understands and uses knowledge of child development Plans Guidance activities and/or lessons using National School Counseling Standards Designs relevant and rigorous lessons and interventions to motivate all students Effective use of resources Uses available support services to help students and improve outcomes Incorporates materials and resources suitable to the instructional purposes and supportive of student engagement Arranges meeting space to support emotional and academic student growth. I. PLANNING AND PREPARATION DOMAIN Content and Pedagogical Knowledge Uses current knowledge to design school counseling program Unsatisfactory Improvement Necessary Proficient Exemplary Counselor does not understand counseling theory and techniques. Counselor demonstrates basic understanding of counseling theory and techniques. Counselor demonstrates thorough understanding of counseling theory and techniques and has a well developed plan for delivery of services. Counselor demonstrates thorough understanding of counseling theory and techniques and has a well developed plan for delivery of services. Provides support to counselors in the planning and development of the counseling program. Guiding Questions Evidence Examples Does the school counselor understand the concept of the school counselor program? Is it connected to the National Counseling Standards? Counselor has a strong command of the counselor standards. is a plan/schedule for the implementation of guidance curriculum, responsive services, individual planning and system support.
I. PLANNING AND PREPARATION DOMAIN Content and Pedagogical Knowledge Anticipates student misconceptions and develops multiple strategies to overcome them Unsatisfactory Improvement Necessary Proficient Exemplary Counselor displays little or no understanding of the range of student needs or approaches for addressing them. Counselor’s plans and practice reflect a limited range of approaches and/or some approaches are not suitable for addressing student needs. Counselor’s plans and practice reflect familiarity with multiple approaches to effectively meet student needs. Counselor’s plans and practice reflect familiarity with a wide range of effective approaches to anticipate and meet student needs. Guiding Questions Evidence Examples Does the counselor build upon students’ knowledge and experiences? Counselor for misconceptions in instruction and provides strategies for students to have another opportunity to show understanding of the content. I. PLANNING AND PREPARATION DOMAIN Content and Pedagogical Knowledge Integrates learning from multiple cultural perspectives throughout the school year Unsatisfactory Improvement Necessary Proficient Exemplary Counselor does not consider multicultural or diverse perspectives when providing services to students. Counselor sometimes considers multicultural or diverse perspectives when providing services to students and fosters some understanding of diversity, ethnicity and culture. Counselor consistently considers multicultural or diverse perspectives when providing services to students and fosters a understanding of diversity, ethnicity and culture. Counselor consistently considers multicultural or diverse perspectives when providing services to students, fosters a clear understanding and full appreciation of diversity, ethnicity and culture, and shares this expertise with other counselors. Guiding Questions Evidence Examples Is an understanding of students’ backgrounds and needs demonstrated? What cultural perspectives are present in the instruction? The counselor’s approach to working with students includes multiple cultural perspectives Counselor invites students to share their own cultural backgrounds and perspectives.
I. PLANNING AND PREPARATION DOMAIN Content and Pedagogical Knowledge Plans and organizes a comprehensive guidance and school counseling program to support academic and personal/social student growth. Unsatisfactory Improvement Necessary Proficient Exemplary Counselor’s program is not comprehensively planned and organized and does not support students’ academic and/or personal/ social growth. Counselor’s program is planned and organized and provides some support for students’ academic and/or personal/ social growth. Counselor’s program is consistently planned and organized and provides support for students’ academic and/or personal/ social growth. Counselor’s program is consistently planned and organized and provides support for students’ academic and/or personal/ social growth. Counselor adjusts and modifies the plan as needed to increase effectiveness throughout the year. Guiding Questions Evidence Examples Does counselor respond to needs of staff and students. Are activities used to students and staff to demonstrate the ability to apply content? Tier 1 interventions are in and utilized. I. PLANNING AND PREPARATION DOMAIN Content and Pedagogical Knowledge Understands and uses knowledge of child development Unsatisfactory Improvement Necessary Proficient Exemplary Counselor displays little or no knowledge of child Counselor displays some knowledge of Counselor displays knowledge of the typical developmental Counselor displays knowledge of the typical developmental
and adolescent development. child and adolescent development. characteristics of the age as well as exceptions to the general patterns. characteristics of the age group and uses that knowledge with individual students. Guiding Questions Evidence Examples Are counselors developmentally appropriate materials? Is there a demonstrated knowledge of student development? Uses flexible groupings based on learning styles and developmental needs of students Documentation of instructional and testing accommodations and modifications of instruction for students. I. PLANNING AND PREPARATION DOMAIN Content and Pedagogical Knowledge Plans Guidance activities and/or lessons using National School Counseling Standards Unsatisfactory Improvement Necessary Proficient Exemplary Guidance activities, lessons, and materials are not appropriate for students/staff and do not engage students in appropriate decision making. Activities are not logically sequenced within individual lessons. Guidance activities, lessons, and materials are somewhat appropriate for and engage some students/staff in appropriate decision making. Some activities are logically sequenced within individual lessons. Guidance activities, lessons, and materials are generally appropriate for students and designed to make content and concepts relevant, and engage most students/staff in appropriate decision making. The majority of activities are logically sequenced within individual lessons. Guidance activities, lessons, and materials are appropriate for students/staff, designed to make content and concepts relevant, and engage all students/staff in appropriate decision making. Activities are logically sequenced within individual lessons. Guiding Questions Evidence Examples Does the counselor take an active role in adopting and facilitating National Counseling Standards? Is instruction connected to National Counseling Standards? Presentation of National School Counseling Standards in ways that are clear and meaningful. I. PLANNING AND PREPARATION DOMAIN Content and Pedagogical Knowledge
I. PLANNING AND PREPARATION DOMAIN Effective use of resources Incorporates materials and resources suitable to instructional purposes and supportive of student engagement Unsatisfactory Improvement Necessary Proficient Exemplary Counselor doesn’t use resources for classroom use available through the school or district. Materials and resources are unsuitable to instructional purposes. Counselor uses resources available for classroom use through the school or district with limited knowledge of resources available. Resources and materials are partially suitable. Counselor uses resources available for classroom use through the school or district and some familiarity with updated resources external to the school and on the Internet. Materials and resources are suitable and engage students. Counselor’s knowledge of resources for classroom use is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet. Materials and resources are suitable, and students adapt or create materials to enhance their learning. Guiding Questions Evidence Examples Does the counselor help students and teachers access materials, technology and necessary resources? Does the counselor incorporate the use of technology? Technology is used to enhance student opportunity to Keeps current with updated resources. I. PLANNING AND PREPARATION DOMAIN B. Effective use of resources Arranges meeting space to support emotional and academic student growth. Unsatisfactory Improvement Necessary Proficient Exemplary The physical environment is in disarray or is The physical environment is somewhat organized The physical environment is well organized, inviting The physical environment is well organized, inviting and appropriate for the
inappropriate for the planned activities and appropriate for the planned activities. and appropriate for the planned activities. planned activities. The environment accommodates the needs of the students. Guiding Questions Evidence Examples Does the counselor design a safe and accessible environment for all students? Counseling office is organized and welcoming. II. Instruction Domain (This domain considers counselor actions with students in the counselor and guidance setting.) Delivery Adapts instruction to meet student and exhibits flexibility Implements an integrated comprehensive guidance curriculum. Communicates learning expectations to students Participates in and facilitates a coordinated approach to individualized student planning Coordinates a systemic approach to academic, career and personal/social student supports Provides student engagement and builds student interest in lessons. Teaches vocabulary to support student higher order thinking Uses clear and expressive spoken and written language Facilitates effective instructional groupings Safety/ Classroom Management Teaches and reinforces classroom and school-wide procedures and routines Creates a positive learning environment in which all students can learn Assessment School counselor utilizes data to monitor student achievement. II. Instruction Domain Delivery Adapts instruction to meet student needs and exhibits flexibility Unsatisfactory Improvement Necessary Proficient Exemplary Counselor is rigid, with guidance plans that rarely take advantage of teachable moments and which fail to differentiate. Counselor sometimes takes advantage of teachable moments, and attempts to provide accommodations for students with mixed success. Counselor is flexible, modifies guidance to take advantage of teachable moments, and differentiates and scaffolds instruction to accommodate the Counselor deftly adapts guidance activities and units, celebrating teachable moments, skillfully differentiates and scaffolds instruction,
Unsatisfactory Improvement Necessary Proficient Exemplary Counselor begins guidance without giving students a of where instruction is headed. Counselor tells students the main learning objectives of each session. Counselor students a clear sense of purpose by incorporating the instruction’s essential questions and the lesson’s goals. Counselor shows student exactly what is expected by using essential questions, goals, rubrics, and exemplars of proficient social skills. Guiding Questions Evidence Examples Does the counselor have high expectations for student success/ Counselor models lesson activities. Counselor has goals for students. II. Instruction Domain Delivery Participates in and facilitates a coordinated approach to individualized student support. Unsatisfactory Improvement Necessary Proficient Exemplary Counselor’s program is not in alignment with identified student Counselor attempts to help students and teachers formulate academic, personal/social and career plans with partial success. Counselor helps students and teachers formulate academic, personal/social and career plans for groups of students. Counselor supports development with staff and students and helps individual and groups formulate academic, personal/social and career plans Guiding Questions Evidence Examples Does the counselor participate in team meetings to support individual student success? Such as Participate in IEP, CST, 504’s parent/teacher conference, etc. II. Instruction Domain Delivery
Coordinates a systemic approach to academic, career and personal/social student supports Unsatisfactory Improvement Necessary Proficient Exemplary Counselor neither provides individual and small group counseling to meet identified student needs nor makes referrals to experts in the field for intensive services as needed. Counselor provides minimal individual and small group counseling to meet identified student needs and makes limited referrals to experts in the field for intensive services as needed. Counselor consistently provides individual and small group counseling to meet identified student needs; makes referrals to experts in the field for intensive services as needed. Counselor pervasively provides individual and small group counseling to meet identified student needs within the scope of the school counseling program and makes timely referrals to experts in the field for intensive services as needed. Guiding Questions Evidence Examples Does the counselor provide individual and group counseling services? Does the counselor group based on identified student needs? Groups and individual counseling is scheduled and occurring on an ongoing basis. II. Instruction Domain Delivery Promotes student engagement and builds student interest in lessons Unsatisfactory Improvement Necessary Proficient Exemplary Activities and assignments are inappropriate for students’ age or background. Students are not engaged in them. Counselor attempts to engage students, but with limited success. Activities and assignments are appropriate to some students, but others are not engaged. Counselor successfully engages most students. Activities and assignments are appropriate to students. Counselor ensures that all voices are All students are cognitively engaged in activities and assignments. Guiding Questions Evidence Examples Are students actively engaged? Students are engaged with each other and with the teacher showing a high interest in the lesson.
Transitions are chaotic, with much time lost between activities or lesson segments. Routines are not evident. Some routines are in place while others are not. Routines are primarily in place. Counselors establishes predictable routines that are maintained throughout the school year. Guiding Questions Evidence Examples Counselors clearly communicate and enforce classroom and school-wide expectations? Does the counselor proactively address student behavior? and expectations are taught and reinforced. Expectations are posted in student-friendly language. II. Instruction Domain B Safety and Classroom Management Creates a positive learning environment in which all students can learn Unsatisfactory Improvement Necessary Proficient Exemplary The guidance office is physically unsafe and detracts from learning. Student behavior is not monitored. The guidance office is safe and suited to learning but with limited effectiveness. Counselor may miss some student activities. The guidance setting is safe, and is an effective resource for learning activities. Student interactions are generally polite and respectful. Standards of conduct are clear to all students. The guidance setting is safe and is an integral part of learning activities. Counselor’s monitoring of student behavior is subtle and preventative. Guiding Questions Evidence Examples Does the counselor create an environment that promotes equity, respect and positive interpersonal interaction? Does the counselor demonstrate knowledge of behavioral systems? Students treat others in positive and appropriate ways. Counselor uses effective behavior systems to positively reinforce students. II. Instruction Domain
Accepts and integrates feedback from colleagues and supervisors Unsatisfactory Improvement Necessary Proficient Exemplary Counselor is unresponsive to criticism and resistant to changing classroom practices. Counselor is somewhat unresponsive to input, but listens to feedback and suggestions. Counselor listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism. Counselor actively seeks out feedback and suggestions and uses them to improve practice. Guiding Questions Evidence Examples Is the counselor open to learning? Does the counselor integrate new learning based on feedback from evaluations? Self-assessments Observation reflection III. Relationships Domain Students Interacts with and advocates for students of diverse cultures, languages and special needs, showing respect for individuals as well as groups of students Unsatisfactory Improvement Necessary Proficient Exemplary Counselor interaction with some students is negative or inappropriate to the age or culture or ability of students. Counselor interactions with students are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for student cultures. Counselor interactions with students are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of students. Counselor interactions with students reflect genuine respect and caring for individuals as well as groups of students. Guiding Questions Evidence Examples Does counselor acknowledge differences? Culturally inclusive approach. Multiple opportunities for success are provided for all students.
Guiding Questions Evidence Examples Do counselor support the school activities? Attendance at events that occur during contract hours Assemblies Community nights III. Relationships Domain C. Parents/Guardians/Families Communicates effectively with families of diverse cultures, values and beliefs as partners in education to support student learning Unsatisfactory Improvement Necessary Proficient Exemplary Counselor does not communicate effectively with families in a supportive and positive manner. Counselor seldom communicates effectively with families in a supportive and positive manner. Counselor communicates effectively with families in a supportive and positive manner. Counselor consistently demonstrates effective and meaningful communication with families, showing an in-depth knowledge of each student’s needs. Guiding Questions Evidence Examples Do counselors translate communications going home? Participates in teacher conferences Does the counselor work well with interprets when needed. Communications home Emails calls III. Relationships Domain C. Parents/Guardians/Families Collaborates with community resources to best support students and their families. Unsatisfactory Improvement Necessary Proficient Exemplary Counselor does not educate staff or other stakeholders about Counselor explores ways to provide education for school Counselor educates stakeholders about school and Counselors educate all stakeholders about school and community
school and community programs, services and resources that contribute to student success. about school and community programs, services and resources that contributes to student success. community programs, services and are sources that contribute to student success. programs services and resources that contribute to student success and leads a structured process to seek stakeholder involvement to create new opportunities for students with diverse abilities and needs. Guiding Questions Evidence Examples Do counselors provide communications to families in writing and/or in person? Do counselors meets with families when needed and use interpreters? Such as Meeting parent meetings, school newsletter IV. Professional Responsibilities Domain (This domain considers teacher professional actions and growth.) Professionalism Implements Oregon Statutes, collective bargaining agreement, District policies and building procedures Is punctual and assures continuity school-wide Keeps timely, accurate, and complete records Participates in professional development and in-services at the district, building and individual level to develop knowledge and skills Demonstrates professional and ethical practices. IV. Professional Responsibilities Domain Professionalism Implements Oregon Statutes, collective bargaining agreement, District policies and building procedures Unsatisfactory Improvement Necessary Proficient Exemplary Counselor does not follow Oregon statutes, collective Counselor is inconsistent in following Oregon Counselor consistently follows Oregon statutes, Counselor adheres to all Oregon statutes, collective bargaining