1 component Level of Performance Unsatisfactory Basic Proficient Distinguished 1a: Demonstrating knowledge of counseling theory and techniques Counselor demonstrates little understanding of counseling theory and techniques. Counselor demonstrates basic understanding of counseling theory and techniques. Counselor demonstrates understanding of counseling theory and techniques. Counselor demonstrates deep and thorough understanding of counseling theory and techniques. 1b: Demonstrating knowledge of child and adolescent development Counselor displays little or no knowledge of child and adolescent development. Counselor displays partial knowledge of child and adolescent development. Counselor displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, counselor displays knowledge of the extent to which individual students follow the general patterns. 1c: Establishing goals for the counseling program appropriate to the setting and the students served Counselor has no clear goals for the counseling program, or they are inappropriate to either the situation or the age of the students. Counselor’s goals for the counseling program are rudimentary and are partially suitable to the situation and the age of the students. Counselor’s goals for the counseling program are clear and appropriate to the situation in the school and to the age of the students. Counselor’s goals for the counseling program are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students, parents, and colleagues.
2 component Level of Performance Unsatisfactory Basic Proficient Distinguished 2a: Creating an environment of respect and rapport Counselor’s interactions with students are negative or inappropriate, and the counselor does not promote positive interactions among students. Counselor’s interactions are a mix of positive and negative; the counselor’s efforts at encouraging positive interactions among students are partially successful. Counselor’s interactions with students are positive and respectful, and the counselor actively promotes positive student-student interactions. Students seek out the counselor, reflecting a high degree of comfort and trust in the relationship. Counselor teaches students how to engage in positive interactions. 2b: Establishing a culture for productive communication Counselor makes no attempt to establish a culture for productive communication in the school as a whole, either among students or among teachers, or between students and teachers. Counselor’s attempts to promote a culture throughout the school for productive and respectful communication between and among students and teachers are partially successful. Counselor promotes a culture throughout the school for productive and respectful communication between and among students and teachers. The culture in the school for productive and respectful communication between and among students and teachers, while guided by the counselor, is maintained by both teachers and students. 2c: Managing routines and procedures Counselor’s routines for the counseling center or classroom work are nonexistent or in disarray. Counselor has rudimentary and partially successful routines for the counseling center or classroom. Counselor’s routines for the counseling center or classroom work effectively. Counselor’s routines for the counseling center or classroom are seamless, and students assist in maintaining them.
component Unsatisfactory Basic Proficient Distinguished 3d: Brokering resources to meet Counselor does not make connections with other programs in order to meet student needs. Counselor’s efforts to broker services with other programs in the school are partially successful. Counselor brokers with other programs within the school or district to meet student needs. Counselor brokers with other programs and agencies both within and beyond the school or district to meet individual student needs. 3e: Demonstrating flexibility and responsiveness Counselor adheres to the plan or program, in spite of evidence of its inadequacy. Counselor modest changes in the counseling program when confronted with evidence of the need for change. Counselor makes revisions in the counseling program when they are needed. Counselor is continually seeking ways to improve the counseling program and makes changes as needed in response to student, parent, or teacher input. 4 component Level of Performance Unsatisfactory Basic Proficient Distinguished
4a: Reflecting on practice Counselor does not reflect on practice, or the reflections are inaccurate or self-serving. Counselor’s reflection on practice is moderately accurate and objective without citing specific examples and with only global suggestions as to how it might be improved. Counselor’s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Counselor makes some specific suggestions as to how the counseling program might be improved. Counselor’s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Counselor draws on an extensive repertoire to suggest alternative strategies. 4b: Maintaining records and submitting them in a timely fashion Counselor’s reports, records, and documentation are missing, late, or inaccurate, resulting in confusion. Counselor’s reports, records, and documentation are generally accurate but are occasionally late. Counselor’s reports, records, and documentation are accurate and are submitted in a timely manner. Counselor’s approach to record keeping is highly systematic and efficient and serves as a model for colleagues in other schools. 4c: Communicating with families Counselor provides no information to families, either about the counseling program as a whole or about individual students. Counselor provides limited though accurate information to families the counseling program as a whole and about individual students. Counselor provides thorough and accurate information to families about the counseling program as a whole and about individual students. Counselor is proactive in providing information to families about the counseling program and about individual students through a variety of means. Domain 4 for School Counselors: Professional Responsibilities (continued) component Level of Performance Unsatisfactory Basic Proficient Distinguished