Tulsa Model Observation / Evaluation Rubric Career Tech Counselors Domain/Relative Weight Dimension Page Career Tech Counselor Area Management 10% Work Area Environment Management of the Counseling Program 2 2 Career Tech Counseling Effectiveness 40% Monitors Student Progress Demonstrates Accountability Consultation and Collaboration Demonstrates Skills and Temperament to Handle Crisis Interventions with Students and Families Exhibits Professional Behaviors and Efficiencies 3 4 5 6 7 Professional Growth & Continuous Improvement 10% Uses Professional Growth as an Improvement Strategy 8 Interpersonal Skills 20% Effective Interactions/ Communications with Stakeholders Campus Climate 9 10 Leadership 20% Leadership Involvements Advocates for Educational Equity 11 11 Domain: Career Tech Counselor Area Management Dimension: Work Area Environment The Career Tech Counselor will optimize the counseling environment to assure efficacy / student learning advantage in alignment with counseling management best practices. 1 Ineffective 2 Improvement 3 Effective 4 Highly Effective 5 Superior
The Career Tech counselor’s area prohibits learning opportunities, order, cleanliness, safety and ease of traffic flow. Physical resources are not utilized as designed or intended. The counseling center organization for learning opportunities, order, cleanliness, safety and ease of traffic flow. Physical resources are not optimized for effective utilization. The Career Tech counselor’s area is accessible for providing learning / counseling opportunities, order, cleanliness, safety and ease of traffic flow. Physical resources are well placed in locations that enhance their functions. The counseling center is organized for efficacy in learning / counseling opportunities, order, cleanliness, safety and ease of traffic flow. Physical resources that enhance their functions and do not interfere with other functions. Includes the narrative descriptions in performance category 4. The Career Tech counselor’s area could serve as an exemplary model for replication. Assumes a leadership / facilitating role in modeling counseling center organization and strategies for transfer / replication into other program areas. Domain: Career Tech Counselor Area Management Dimension: Management of Counseling Plan The Career Tech Counselor plans for delivery of the school’s counseling plan relative to short term and long term objectives. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Has no guidance program to support students’ academic, career and personal / social development. Has a guidance program that has not been fully developed or implemented. Program resembles random acts of guidance. Delivers program information, orientation and support services. Coordinates ongoing systemic activities to help students. Provides all students with a guidance program that is comprehensive, proactive and developmental. Coordinates ongoing systemic activities to help students on an individual and small group basis. Creates and distributes an calendar to meet short and long term programmatic Career Tech counseling goals. Has developed services and compiled or developed materials to meet students’ academic, career and personal / social development. Includes the narrative descriptions in performance category 4. Uses available / applicable data sources to drive the counseling program. Uses the Oklahoma Technology Self-Study for Continuous Improvement plan for a formal needs analysis on a yearly basis and develops goals for each school year based on the needs analysis. Domain: Career Tech Counseling Effectiveness Dimension: Monitors Student Progress The Career Tech Counselor monitors student progress to maximize student achievement. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior
approving admission and enrollment changes, enrollment finalization, activities, monitoring waiting lists for prospective students, etc. Reviews interventions in a collaborative way through a data-based team. Monitors, in collaboration with administration, program interventions in a collaborative, systematic manner. Considers school counseling data that affects the achievement gap and plans, in collaboration with administration, intentional guidance activities aimed at closing the gap. These interventions might take the form of classroom guidance, small group guidance or individual work with students. illustrating the use of data across all campus programs. Through presentation and modeling instills the concept of “data driving Domain: Career Tech Counseling Effectiveness Dimension: Consultation and Collaboration The Career Tech Counselor creates a professional climate to ensure that Faculty and Staff actively solicit the counselor’s expertise in students’ emotional, career and academic progress. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Typically works in isolation from faculty, refuses to participate in building-level committees. Participates in some school committees, but does not engage fully in collaborative activities. Volunteers to participate in committees, e.g. school improvement school safety teams, professional development teams, to collaborate and consult on progress in student personal/social, career – college readiness, and academic growth. Contributes to the achievement of students through consultation as requested with faculty and parents on student personal/social, career – college / post-secondary Includes the narrative descriptions in performance category 3. Coordinates a formal advisory team made up of school and community members addressing student personal/social, career – college readiness, and academic growth. Contributes to the achievement of students by proactively consulting and collaborating with faculty, parents and outside agencies to address student Includes the narrative descriptions in performance category 4. Shares advisory team input with campus leadership to facilitate needs as determined. Facilitates training, workshops, or other events to provide learning opportunities in student personal / social, career – college/post-secondary preparation, and academic growth.
preparation and academic growth. Establishes rapport with outside agencies and school community partners to respond to student needs. Serves as a team member collaborating with peers to improve processes. social/personal, career – college / post-secondary preparation and academic growth. Seeks to collaborate with outside agencies and school community partners to address student personal/social needs in a proactive manner. Assumes a leadership role in the facilitation of involvement of community partners in the school setting to provide learning and experiential opportunities to address student personal/social needs. Domain: Career Tech Counseling Effectiveness Dimension: Demonstrates Skills and Temperament to Handle Crisis Interventions with Students and Families The Career Tech Counselor exhibits the skills and temperament to manage students’ crises. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Is unable to respond appropriately in a crisis situation. Does not follow / campus policy. Does not demonstrate full understanding of crisis situations and doesn’t fully follow board / campus policy and procedures. Demonstrates calm and confidence when confronted with student crises (child abuse, student suicide ideation, student trauma, etc.) Shows understanding, confidentiality and compliance of school board / campus policy when dealing with student crisis. Includes the narrative descriptions in performance category 3. Creates an open and receiving climate so as to assure that staff, faculty and building leadership seek the Career Tech counselor’s skill set to provide support in crisis management with students, families, staff and faculty. Includes the narrative descriptions in performance category 4. Ability to deal with crisis and interventions while serving as a leadership model for other Career Tech counselors and all staff alike. Assist partner schools by facilitating or providing training on crisis counseling.
Dimension: Uses Professional Growth as an Improvement Strategy The Career Tech Counselor uses professional growth as a continuous improvement strategy. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Does not participate in professional development that updates their content knowledge and professional practices. Participates in a portion of the required minimum hours of professional development. The professional development does not update his/her content knowledge and current professional practices. Participates in the required minimum hours of professional development updating his/her content knowledge and current professional practices. Actively participates in the required hours of professional development and seeks feedback on the need for additional training to update content knowledge and professional practices beyond what is required. In addition to participating in the required hours of professional development and additional training, makes a substantial leadership contribution to the profession through activities such as: coaching and mentoring Career Tech counselors, instructors and other staff; educating other personnel in professional practices; making professional presentations; conducting action research; and/or writing internal / campus-wide and/or external publications. Publications could include newsletters (paper/electronic), parent / community communications, social media, etc. Domain: Interpersonal Skills Dimension: Effective Interactions and Communications with Stakeholders The Career Tech Counselor exhibits effective interactions and communications with stakeholders. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Provides minimal or no information to stakeholders and makes no attempt to engage them in the career and educational program. Oral, written and nonverbal communication is unclear (without regard to student misconceptions) and inconsiderate to Appears to be inconsistent and inaccurate in providing information to families and engaging them in the career and educational program. Oral, written, and nonverbal communication may not be considerate and usually requires further Interacts with stakeholders in a timely, consistent, positive and professional manner. Complies with campus procedures for communicating with students and makes an effort to engage them in the career and educational program. Communicates frequently and sensitively with students and engages them in the career and educational program. Oral, written, and nonverbal communication is clear, considerate, sensitive and positive. Includes the narrative descriptions in performance category 4. Communicates consistently with sensitivity and uses diverse methods to engage them in the career and educational program and supports their participation
students, as characterized by insensitivity, demeaning language and condescension Makes decisions based on self-serving interests. Never consults other staff or team members. explanations to avoid confusion. decisions assuming the result will be positive for everyone. Never checks to see if it is or will be. Demonstrates effective communication skills (oral, written and nonverbal) that are clear, considerate, positive, and rarely requires further explanations. Collaborates appropriately and decisions that reflect genuine professional consideration. Provides students and prospective students with career and educational information via multiple venues. Further explanations to avoid confusion are not needed. Maintains an open mind and participates in collaborative decision-making, respecting and considering the thoughts of all staff: teachers, support staff and administrators. Willingness to share site -designed student career and educational opportunities via multiple venues, e.g., newsletters, parent workshops, etc. with the balance of the counseling staff of district. Oral, written, and nonverbal communication is clear (with conscientious regard and anticipation of possible student misconceptions), considerate, sensitive and positive. Communication is clearly and respectfully understood by diverse stakeholders. a leadership role in advocating that all collaborative decisions are based on the highest professional standards. Seeks out the expertise and opinion of other professionals and agencies before considering decisions. Domain: Interpersonal Skills Dimension: Campus Climate The Career Tech counselor contributes to a positive campus climate by taking a proactive role in creating a safe, orderly and positive school environment. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Makes no positive contribution to the campus’s climate. Contributions to the building climate are haphazard and random. Works with administrators to assess/design interventions and implement strategies that address student needs based on best practices. A written guidance plan is developed that includes vision, purpose and mission linked with the district’s goals. Includes the narrative descriptions in performance category 3. Collaborates with parents, instructors and staff regarding school’s needs. A student and instructor needs assessment is developed and used annually. Includes the narrative descriptions in performance category 4. As an integral part of a data team, analyzes campus climate data and assumes a leadership role, in concert with administration, to plan interventions to address area of need. Provides insight, direction and implementation in collaborative planning directed at the
A student needs assessment is developed and used annually. celebration of campus strengths. Assisting and coordinating with administration on setting policies and procedures outlining appropriate standards and scope of guidance and counseling services in the district. Leadership Dimension: Leadership Involvements The Career Tech Counselor and participates in school-wide efforts to involve students and stakeholders. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Provides no evidence of leadership as described in performance category 3 – Effective. Declines becoming involved in school events. Avoids becoming involved in school and district projects. Makes no effort to share knowledge with others or to assume professional responsibilities. Participates in school events when Participates in campus and district projects when asked. Finds ways to contribute to the profession and follows through. Assists in coordination of events that involve students/stakeholders participation in school activities. Participates in school events making a substantial contribution. Participates in school and district projects making a substantial contribution. Participates actively in assisting other educators. Coordinates events that involve students/ stakeholders participation in school activities. Includes the narrative descriptions in performance category 4. Participates in campus / district projects, making a substantial contribution / leadership role in a major campus or district project. Assumes leadership role in developing, coordinating and directing the involvement of student/stakeholder participation in school activities. Leadership Dimension: Advocates for Educational Equity The Career Tech Counselor advocates effectively for equity issues affecting the educational progress of students. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior
Provides no evidence of leadership as described in performance category 3 – Effective. Makes no effort to share knowledge with others or to assume professional responsibilities. Rarely contributes to the modification of school practices that would result in students being better served by the school. Assumes a proactive role in addressing student by making consistent attempts at removing barriers affecting student success. Assumes advocate role for students. Works within the context of a particular team or department to ensure that all students receive a fair and equal opportunity to succeed. Assumes a proactive advocate role in successfully removing barriers thereby maximizing student success. Includes the narrative descriptions in performance category 4. Assumes a leadership advocate role in challenging negative attitudes and helping ensure that all students are served in an equitable manner, particularly those traditionally underserved.