SCHOOL COUNSELOR EVALUATION PROCEDURES MANUAL 2013-2014

Transcription

SCHOOL COUNSELOR
EVALUATION PROCEDURES
MANUAL 2013-2014
1
TABLE OF CONTENTS
INTRODUCTION: FLORIDA VIRTUAL SCHOOL .......................................................... 3
MISSION ......................................................................................................................... 4
VISION ............................................................................................................................ 4
OUR VALUES ................................................................................................................. 4
PERFORMANCE MANAGEMENT AT FLORIDA VIRTUAL SCHOOL .......................... 5
Overview ........................................................................................................................ 5
Florida Virtual School Framework ................................................................................... 5
Statutory Requirements Impacting Evaluation ................................................................ 5
Florida Virtual School Counselor Evaluation Participants ............................................... 6
Professional Learning Plan (PLP) ................................................................................... 8
Business Goals .............................................................................................................. 8
Monthly Performance Discussions.................................................................................. 8
Quarterly Journaling ....................................................................................................... 8
Year-End Evaluations ..................................................................................................... 8
Professional Practice Measures ....................................................................................11
Completing the evaluation rubric scoring protocol .........................................................11
Professional Practice Scoring Ranges ...........................................................................12
Student Achievement Measures (SAM) .........................................................................12
Student Learning Growth ...............................................................................................13
Value Added Model (VAM) ............................................................................................14
Professional Development .............................................................................................15
Coaching for Success....................................................................................................16
Internal Transitions ........................................................................................................16
Who is an Evaluator? ....................................................................................................18
How is the Evaluator Determined? ................................................................................18
Inter-rater reliability ........................................................................................................18
Evaluation review and approval .....................................................................................18
APPENDIX A: EVALUATING PROFESSIONAL PRACTICE—METHODS AND
SOURCES OF EVIDENCE ........................................................................................... 19
APPENDIX B: SCHOOL COUNSELOR PERFORMANCE MANAGEMENT ACTIVITY
CYCLE & ELIGIBILITY ................................................................................................. 21
APPENDIX C: SCHOOL COUNSELOR PERFORMANCE DEFINITIONS .................. 22
APPENDIX E: GLOSSARY .......................................................................................... 29
REFERENCES .............................................................................................................. 31
APPENDIX F: DOCUMENT HISTORY ........................................................................ 35
2013-2014 Evaluation Procedures Manual | School Counselor | Page 2
INTRODUCTION: FLORIDA VIRTUAL SCHOOL
Florida Virtual School® (FLVS®) is a fully accredited, statewide public school district with
a 16-year history of successfully educating students. An award-winning, international
leader in online learning, FLVS offers more than 120 free courses to Kindergarten–
Grade 12 public, private, and homeschool Florida students.
FLVS is certified by the Southern Association of Colleges and Schools and by
AdvancED and core courses are NCAA approved. Courses are aligned with Florida and
national standards and are accessible 24/7. Enrollment is open 365 days a year due to
the Florida Virtual School year-round rolling enrollment model.
Approximately 75 percent of FLVS students come from public and charter schools, 20
percent are homeschool students, and 5 percent are private school students.
Every FLVS course is taught by a dedicated and Florida-certified instructor who is
focused on student success. The more than 1,100 FLVS instructors are available 8 a.m.
to 8 p.m. seven days a week and communicate with students regularly via live lessons,
phone, email, online chats, instant messaging, discussion forums, webcams, and
texting.
*AP and Advanced Placement Program are registered trademarks of the College
Board, which was not involved in the production of, and does not endorse, this
product.
In designing a virtual school counselor evaluation system based on the FLVS model of
instructional delivery, School Counselor Leadership, instructional leaders (principals),
and curriculum, professional learning and human resources staff collaborated to include
student learning measurements to meet state requirements.
MISSION
To deliver a high quality, technology-based education that provides the skills and
knowledge students need for success.
VISION
To transform education worldwide—one student at a time.
OUR VALUES
Student Focus
Innovation
Integrity
Passion
Communication
OUR COMMITMENT
The student is at the center of every decision we make.
PERFORMANCE MANAGEMENT AT FLORIDA VIRTUAL SCHOOL
Overview
Florida Virtual School’s Performance Management team is committed to providing the
tools, support, and processes needed to see school counselors reach their highest
potential, resulting in student success. The school counselor evaluation has been
developed to allow a continuous cycle of reflection and growth, culminating in the yearend evaluation. This evaluation cycle is one of the driving factors of success of both
FLVS school counselors and students.
Our current performance evaluation system requires the following actions:






Training and updates on performance appraisals for staff and supervisors
Ongoing training and coaching in employee performance management
Engaging monthly performance discussions between school counselors
and supervisors
Evaluating student performance data in relation to school counselor’s
performance
Creating professional development plans based on identified areas of
growth
Creating business goals that align with organizational priorities
The above performance management activities culminate in a year-end
evaluation for eligible school counselors. Eligible employees are evaluated
annually following the close of the school year, which runs July 1- June 30.
Florida Virtual School Framework
The FLVS School Counselor evaluation framework is based on the Framework
for Student Services Personnel Evaluation Model (SSPEM) and was developed
for the purpose of increasing student learning growth by improving the quality of
instructional and supportive services. The evaluation system is designed to:



Support effective instruction and student learning achievement
Inform the development of district and school improvement priorities
Provide appropriate instruments, procedures, and criteria for continuous
quality improvement of professional skills (i.e., professional development)
The SSPEM is an integrated evaluation system that establishes common practice
standards across the student services professions by focusing on evidence-based and
research-based practices that are linked to student achievement and behavior.
Statutory Requirements Impacting Evaluation
The FLVS school counselor evaluation plan was developed in accordance with Florida
Statute 1012.34. This statute requires that the evaluation system must include the
following components:







Student learning achievement
Instructional practices
Professional and job responsibilities
be conducted at least once a year
is based on at least 50% student achievement data;
is based on four levels of performance: “Highly Effective,” “Effective,” “Needs
Improvement” (“Developing” for school counselors in their first three years) and
“Unsatisfactory,” and;
include criteria based on the Florida Educator Accomplished Practices.
In addition, FLVS aligns with other statutory requirements and Florida Department of
Education best practices to maintain a robust performance management process that
provides the feedback to staff necessary to recognize successes, areas of
development, and to further engage the employee/manager relationship. As statutes
and best practices change, FLVS will revise the processes and plans to ensure that
they are current, compliant, and relevant to supporting staff and student success.
Because the Student Success Act allows for special evaluation procedures and criteria
for selected teaching fields, the instructional practices component of the Student
Services Personnel Evaluation Model was modified to reflect the professional practices
and job responsibilities of student services personnel and to align with the teacher
instructional practices identified in FEAPs. The statute also allows modifications to the
student learning achievement component for non-classroom instructional personnel.
For student services professionals, the student performance portion of the evaluation
may be based on a combination of student learning growth data (at least 30 percent)
and other measureable student outcomes (e.g., graduation rates, behavioral measures,
truancy rates) specific to the position or assignment (up to 20 percent). At FLVS, the
School Counselor Summative Evaluation will be weighted 50% for Professional
Practices and 50% for Student Achievement Measures.
Florida Virtual School Counselor Evaluation Participants
FLVS is a recognized district in the state of Florida. We differ from other districts in that
our zoned area is not bound by county lines; instead we exist to serve all students in the
state of Florida in differing capacities. Our schools include:
 FLVS Part Time (PT) - Part time instruction – grades Kindergarten through grade
12 (please note that FLVS only has curriculum for grades 6-12 available)
 FLVS Full Time (FT) - Full time instruction – grades Kindergarten through grade
12
 FLVS Global – Tuition-based courses for grades 6-12 outside Florida and around
the world
All established school counselors in the FLVS Part Time, FLVS Full Time and FLVS
Global Schools are evaluated using this plan.
PERFORMANCE MANAGEMENT COMPONENTS AND PROCESSES
The FLVS non-classroom instructional evaluation is an ongoing and multi-step process.
Each school counselor participates in a variety of reflective activities and professional
learning opportunities that lead to true growth for each individual. Each school
counselor starts with the pre-planning process where they develop professional learning
goals for the school year leading up to frequent dialogue with their supervisor to review
their progress, culminating in the year-end evaluation. Throughout the year, school
counselors are supported through professional development, coaching for success, and
professional learning communities. The below diagram illustrates the FLVS evaluation
structure.
Year End
Evaluation
Quarterly Journaling
Business
Goals
Professional
Learning Plan
Pre-Planning
Coaching for Success
Components and Processes
As stated above, the evaluation system is a multi-step process. Each school
counselor will complete the following steps each year:
Professional Learning Plan (PLP)
Each school counselor, with feedback from their supervisor, will develop an
individualized Professional Learning Plan (PLP) that focuses on targeted areas of
improvement and growth that will have an impact on student learning. School
Counselors must align their PLP with specific competencies.
The professional learning plan is not a metric scored in the evaluation; however, it is an
integral part of a school counselor’s growth and development at FLVS.
Business Goals
Business goals are outcome-driven objectives that are specific to the school counselor
position. They help guide the school counselor’s actions to reach defined performance
expectations. Business goals directly connect to the school counselor’s role and overall
organizational objectives, ensuring the organization reaches its overall performance
goals and expectations. As with all goals, business goals should be SMART - specific,
measurable, achievable, realistic, and timely. The school counselor will work with his or
her manager regarding the expectations for business goals and how to create them.
Monthly Performance Discussions
Every month school counselors meet with their supervisor in order to review progress
on professional learning and business goals, review relevant school/student data, and
overall performance. Each topic discussed with school counselors relates to one of the
five domains used for the year-end school counselor evaluation. In addition, supervisors
discuss performance concerns with the school counselor and recommend strategies,
professional development, or create a coaching plan for improvement.
Each quarterly journal entry recaps the school counselor’s progress and performance
towards the professional practice component of the year-end evaluation. The quarterly
journal allows the school counselor to reflect upon all 5 domains, their Professional
Learning Plan (PLP), and also identifies the impact this progress is having on student
success.




Quarter 1 – Planning and Setting Expectations for the New Year
Quarter 2 – Mid Year Performance Review
Quarter 3 – General Performance Discussion
Quarter 4 – Year End Performance Review
Year-End Evaluations
Evaluations for non-classroom instructional employees consist of professional
practice standards and student achievement measures, which are based on the
performance of students they support. The evaluation ratings should give school
counselors useful feedback on student needs, the opportunity to assess effective
instructional approaches, develop time management strategies, and receive
guidance from their manager on how to improve their support of teachers and
students. To achieve these goals the evaluators must first set specific
procedures and standards. The standards should:




Relate to important academic skills
Be as objective as possible
Be clearly communicated to the school counselor before the evaluation
begins and be reviewed after the evaluation is over
Be linked to the school counselor’s professional development
Rating Definitions
Highly Effective:
The “Highly Effective” level describes performance that is well above the
Effective rating and results from consistent engagement with “professional
practice.” The highly effective student services professional frequently serves as
a role model to others. Some professionals will be rated highly effective on some
indicators, but few will be rated consistently highly effective on the summative
evaluation.
Effective:
The “Effective” level describes performance that has school-wide impact and
clearly makes a significant contribution to the school. In addition, the effective
student services professional demonstrates a willingness to learn and apply new
skills.
Needs Improvement:
The educator’s performance on a standard or overall is below the requirements
of a standard or overall, but is not considered to be unsatisfactory at this time.
Improvement is necessary and expected via coaching and individual
development plan.
Unsatisfactory:
The educator’s performance is consistently below the requirements of a standard
or overall and is considered inadequate or both.
Professional Practice
FLVS offers a dynamic approach that assesses the performance of non-classroom
instructional personnel, improves the quality of service delivery, and directs continuous
improvement of professional skills. The Evaluation Rubric for Professional Practices
offers an equitable model that recognizes the complexity of the duties and
responsibilities of student services personnel within a multi-tiered system of support.
The primary responsibility of non-classroom support personnel is to remove barriers to
learning by providing a system of multi-tiered support that promotes positive academic
outcomes for students, teachers, school administration, and families.
Providing a multi-tiered system of support depends on a multi-dimensional process. At
the core of this process are four foundational skill sets:

Problem Solving and Data-Based Decision Making: Expectations for student
achievement are expressed in the collection and analysis of student, school, and
district data to identify the barriers to learning.

Instruction/Intervention Planning, Design, and Implementation: Ability to
implement a multi-tiered system of support by identifying research-based
interventions and strategies that have a high probability of increasing student
learning and engagement.

Facilitation of Collaboration Through a Resource-Oriented Team Process:
Use of skills to develop linkages with other district and community programs and
facilitate relevant staff development.

Professional Practice: Knowledge of unique professional skills, responsibility,
and ethical practice in assessment and program development, and proficiency,
self-reflection, professional growth planning, team learning, and collegial
engagement.
The Evaluation Rubric for Professional Practices integrates these foundational skills
within a multi-tiered system of support. The Evaluation Rubric is structured around five
domains, sets of practice standards within each domain, and indicators that differentiate
four levels of performance for each practice (Highly Effective, Effective, Needs
Improvement, and Unsatisfactory). The Evaluation Rubric includes the following key
components:



Domains: Broad categories used to organize professional practices and
structure evaluation criteria.
Practices: Descriptive standards of a domain related to a specific area of
professional skill.
Indicators: A continuum of descriptive statements that assist in differentiating
between levels of performance for each practice.
Mastery of professional skills is a career-long and continuous process achieved through
professional practices that focus on the five broad domains addressed in the Florida
SSPEM.
•
•
•
•
•
Data-Based Decision Making and Evaluation of Practices
Instruction/Intervention Planning and Design
Instruction/Intervention Delivery and Facilitation
Learning Environment
Professional Learning, Responsibility, and Ethical Practice
The 5 domains include 25 practice standards with indicators that differentiate four levels
of performance for each practice (Highly Effective, Effective, Needs Improvement, and
Unsatisfactory). The indicators for each practice standard include suggested artifacts or
evidence that student services personnel may use to help demonstrate their level of
performance for that indicator.
The indicator descriptors provide criteria that distinguish among the performance levels
on each practice standard. It is important to clearly understand the indicator statements
under each practice standard in order to find the level of proficiency that best describes
the student services professional’s performance related to the indicator. The indicators
provide for a formative as well as a summative assessment of the student services
personnel’s strengths and weaknesses and contribute to the development of a plan for
improving performance.
*See Appendix C for School Counselor Professional Practice Performance Definitions
YEAR-END EVALUATION CALCULATION
Professional Practice Measures
The Evaluation Rubric for Professional Practices is completed using evidence from
multiple methods and sources. An Evaluation Rubric Scoring Protocol is provided
below. Prior to completing the Evaluation Rubric Scoring Protocol, the evaluator should
be familiar with the five domains, the four levels of performance in each of the practices,
and the methods and sources of evidence that will be used to determine the
professional’s level of performance. The performance expectations, performance
criteria, and the evidence/documentation should be communicated to the professional
being evaluated at the beginning of the evaluation cycle (e.g., pre-evaluation planning
phase).
Completing the evaluation rubric scoring protocol
For each practice on the Evaluation Rubric for Professional Practices, the evaluator
must determine the professional’s performance level using the indicator statements as a
guide. The evaluator will need to refer to the indicator statements on the Evaluation
Rubric for Professional Practices when completing the scoring protocol. It is
recommended that the evaluator start with the indicator statement for Effective, as this
is the performance level most likely to capture the majority of student services
employees, and then move up or down the performance level/effectiveness scale as
needed.
The indicator statements correspond to four levels of performance: Highly Effective,
Effective, Needs Improvement, and Unsatisfactory. Each practice is scored 3, 2, 1, or 0
- Highly Effective = 3, Effective = 2, Needs Improvement = 1, and Unsatisfactory = 0.
Determine the indicator statement that best describes the level of performance for the
professional being evaluated.
For each practice, the evaluator will identify the evidence used as documentation of
performance under the practice statement. Ratings of Needs Improvement or
Unsatisfactory require a statement of the specific supports and activities (e.g., training,
supervision, professional development) that will be implemented to move the
professional to becoming Effective in that practice.
Professional Practice Scoring Ranges
Once the evaluator has scored each indicator for the school counselor, Pathways, the
FLVS electronic appraisal system, will calculate the total score earned for the year-end
evaluation. The total points earned are then converted to an overall professional
practices rating:
Point Allocation
Performance Rating
130-150
Highly Effective
95-129
Effective
65-94
Needs Improvement
0 - 64
Unsatisfactory
Student Achievement Measures (SAM)
The Student Achievement Measure accounts for the other 50% of the school
counselor’s evaluation. Students who are directly impacted by the school counselor are
used in calculating the SAM score for each individual.
The FLVS Part Time and Global Schools are choice schools and do not administer nor
collect state-mandated assessment scores. The distribution of public school students
varies between grade levels; therefore using FCAT as a pre-test measurement is not
possible and thus neither reliable nor valid.
The FLVS Full Time program does collect FCAT and EOC data since it is the school of
record for its students. Data for courses associated with FCAT were first reported in
June 2011. State-adopted student growth measures for students enrolled in the FLVS
Full Time program are based on the percentage of eligible students meeting or
exceeding the predicted FCAT/EOC scores as determined through the state’s adopted
value-added calculation.
SAM Evaluation Criteria
FLVS school counselors have the ability to work with teachers to use diagnostic and
assessment data to design and implement differentiated instructional strategies in order
to meet individual student needs for remediation or acceleration. The FLVS school
counselor, along with instructors, will set high expectations for all students and use
concepts from a variety of concept areas. The FLVS school counselor plans individually
with students and with other instructors to design learning experiences that meet
students’ needs and interests. In addition, the FLVS school counselor seeks
advice/information, and modifies instructional plans as needed. Comprehensible
instruction is implemented in a creative environment using varied and motivating
strategies and multiple resources.
Outcomes are assessed using traditional and alternative approaches. Upon reflection,
the FLVS school counselor is required to continuously refine learning experiences for
individual student needs. This is measured by student performance on district-wide end
of segment assessments by course and instructor.
Using these FLVS district-wide end of segment assessments, FLVS calculates the
segment exam average for the school year (July 1 to June 30), drilling down by
individual courses and course versions. Then, using a standard deviation of -.75 to
control for sorting, the student performance goal for each course is determined. The
student exam scores for those students who the school counselor served are then
compared to the student performance goal. The share of students meeting the
performance goal will determine the rating earned for the SAM portion of the evaluation.
Student Learning Growth
Because FLVS is a choice model, student achievement measures are most appropriate
to use in evaluation of classroom instructors. District-wide end of semester
assessments are used to measure growth using equally appropriate formulas. This
determination is relevant to the FLVS Part Time Program, Global School, and FLVS Full
Time Program courses that are not subject to state-mandated assessments.
SAM Scoring Ranges
Performance Rating
Performance Definition
Point Allocation
70%+ of students scored at or above
the calculated performance threshold
150
Effective
55-69% of students scored at or
above the calculated performance
threshold
113
Needs Improvement
40-54% of students scored at or
above the calculated performance
threshold
75
Less than 40% of students scored at
or above the calculated performance
threshold
0
Highly Effective
Unsatisfactory
Value Added Model (VAM)
In the FLVS Full Time program, the student achievement measure for school counselors
who support students in courses associated with FCAT or EOC Exams is based on the
student VAM as calculated and reported by the FDOE. The student VAM scores for
those students whom the school counselor served are then compared to the statedefined VAM performance goal. The share of students meeting the state-defined VAM
performance goal will determine the rating earned for the school counselor’s VAM
portion of the evaluation.
VAM Scoring Ranges
Performance
Rating
Performance Definition
Point
Allocation
70%+ of students scored at or above the state-defined
performance threshold
150
Effective
55-69% of students scored at or above the state-defined
113
Needs
Improvement
40-54% of students scored at or above the state-defined
75
Unsatisfactory
Less than 40% of students scored at or above the statedefined performance threshold
0
Highly Effective
Scoring Breakdown
Domain 1
Domain 2
Domain 3
Domain 4
Domain 5
SAM/VAM
10.00%
10.00%
50.00%
10.00%
10.00%
10.00%
Total Evaluation Score
The evaluation system for instructional personnel must differentiate among four levels of
performance, which are identified in statute (s. 1012.34, F.S.) as: 1) Highly Effective, 2)
Effective, 3) Needs Improvement or Developing (for instructional personnel in the first
three years of employment), and 4) Unsatisfactory.
The SSPEM Summative Evaluation integrates evaluative data and the Student
Achievement or Value-Added Measure score into a rating system with a 250-point
scale. The point value for each component reflects the percentage of the summative
evaluation required and/or permitted in statute. The total points earned are then
converted to an overall summative rating:
Point Allocation
Performance Rating
247-300
Highly Effective
175-246
Effective
109-174
Needs Improvement
0 -108
Unsatisfactory
SUPPORT AND DEVELOPMENT RESOURCES
Professional Development
The primary goal of the FLVS Professional Learning Program is to ensure that the
professional learning offered to FLVS staff is effective and has a positive impact on
student achievement and student results and supports the alignment of national
standards and FLDOE Protocols for professional development. To that end, the FLVS
Professional Learning Plan is a sustained learning model that offers developmental
opportunities that are concentrated, continuous, and include rigorous learning activities
integrated to reinforce learning of adult learners.
Coaching for Success
Coaching is a strategy embraced by FLVS to support continuous improvement and to
provide feedback and developmental opportunities to address identified performance
deficiencies. It is not an isolated moment or conversation, but rather an ongoing effort
between an administrator and an employee to ensure that maximum performance
potential is reached by setting clear expectations, establishing goals, overcoming
obstacles, and providing assistance and support along the way. It involves creating an
environment where employees feel supported and committed to success leading to a
more stable work environment and improved performance. Although performance
coaching is ongoing throughout the year, it becomes increasingly important following
evaluations for administrators to establish action plans to assist employees in increasing
their level of performance in order to achieve a higher rating during the next evaluation
cycle. By utilizing effective coaching strategies to promote a culture focused on
continuous improvement, FLVS is not only supporting its employees, but also the
students and customers it serves.
PERFORMANCE MANAGEMENT PARTICIPATION ELIGIBILITY REQUIREMENTS
As FLVS hires year-round to meet student enrollment needs, the school counselor’s
hire date will impact the performance management component options and timelines.
Internal transitions and departures from the organization also impact the eligibility to
participate in the various performance management activities.
Internal Transitions
FLVS strives to develop its staff and provide alternative career paths to keep employees
engaged and to best leverage their strengths and skills. Based on the position-type and
timing of an internal transition, a school counselor will participate in alternative
performance management activities.
 Transition to a different Non-Classroom Instructional Position
o Update Business Goals and Professional Learning Plan within first 90
days of transition to accommodate any additional needs
o Remain on cycle for Quarterly Journal entries
o Year-End Evaluation:
 If transition prior to April 1st will receive the appropriate NonClassroom Instructional evaluation
 If transition after April 1st will receive an school counselor evaluation
 Transition to a Support Staff Position
o Update Business Goals and Professional Learning Plan within first 90
days of transition to accommodate any additional needs
o Remain on cycle for Quarterly Journal entries
o Year-End Evaluation:
 If transition prior to April 1st will receive a Support Staff evaluation
 If transition after April 1st will receive an school counselor evaluation
See Appendix B: School Counselor performance management activity cycle & eligibility
Departures
In order to receive a year-end evaluation, personnel must be employed with FLVS for a
minimum of 6 months during the fiscal year and be employed in said capacity through
April 30th. Should this criterion be met, the year-end evaluation will be completed by the
manager for that school counselor.
A school counselor who has met the above criteria and leaves FLVS prior to the
evaluation being completed and administered may request a copy of the completed
evaluation after August 31st. The request must be submitted in writing sent to the FLVS
main office to the attention of the Performance Management Department or sent via
email to [email protected] . Upon receipt, the previous employee has
ten calendar days to respond accordingly. All responses are maintained in the
appropriate employee file.
EVALUATORS
Who is an Evaluator?
An evaluator is defined as: a site-based administrator with training in collecting evidence
and scoring the Framework for teaching rubric.
How is the Evaluator Determined?
Per statute, only the supervisor of record for a school counselor may complete the yearend evaluation.
Inter-rater reliability
Evaluators in the district are able to provide sub-ordinates similar feedback and rating
so that there is consistent use of the evaluation system across the district. This is
promoted by training on the following:



The “look fors” – what knowledge, skills, and impacts are identified as system
priorities by inclusion of indicators in the evaluation system.
The Rubrics – how to distinguish proficient levels.
Rater reliability checks – processes for verifying raters meet district expectations
in using the rubrics.
Evaluation review and approval
District Administrators will review each school counselor’s year-end evaluation and
approve prior to it being administered. This review aids in consistency and accuracy of
the evaluation results.
APPENDIX A: EVALUATING PROFESSIONAL PRACTICE—METHODS
AND SOURCES OF EVIDENCE
When evaluating professional practices it is necessary to use multiple methods of
collecting evidence (e.g., Review, Interview and Observation) to document the
professional’s performance in each practice. This may include reviewing permanent
products (e.g., intervention plans), interviewing stakeholders (e.g., teachers,
administrators), and observing the professional at work (e.g., leadership meetings,
problem-solving sessions).
The table below provides examples of multiple methods and sources of evidence data
to evaluate the demonstration of the practice standards in each of the five domains.
Districts may modify and add to these evidences to reflect the sources used locally to
determine the student services professional’s performance level. These sources and
methods should be shared at the beginning of each evaluation cycle to allow the
evaluatee the opportunity to document practices.
Methods and Sources of Evidence – School Counselor
A. Methods and Sources of Evidence -Data-Based Decision Making and
Evaluation of Practices
Sources of Evidence:
Types of Evidence:
Documentation of problem identification and
☐ Artifacts
problem analysis with graphed data and gap
☐ Observation
analysis (e.g., screening, progress
☐ Stakeholder Feedback
monitoring, diagnostic assessment)
☐ Conference/Interview
• Problem-Solving/Intervention Plan
☐ Self-Assessment
• Academic Intervention Record
☐ Professional Growth Plan
• Progress-Monitoring Plan
☐ Other:
Reports with data analysis and interpretation (Weekly Crystal Reports); Data
platforms/electronic documentation systems (Virtual School Administrator ‘VSA’; Critical
Components Checklist; Counseling Plan and logs; Needs Assessments
B. Instruction/Intervention Planning and Design
Types of Evidence:
Problem solving/intervention meeting/plan –
☐ Artifacts
documentation of intervention design and
☐ Observation
development (with targets, goals, delivery
methods, etc.)
• Critical Components Checklist
☐ Self-Assessment
• Functional Behavioral Assessment (FBA)
• Individual Educational Plan (IEP)
☐ Other:
Inservice trainings/presentations (handouts, agenda, PowerPoint); Learning community
discussions/presentations (agenda); School/District Improvement Plans – documentation of
participation
C. Instruction/Intervention Delivery and Facilitation
Types of Evidence:
Problem-Solving/Intervention Plan –
☐ Artifacts
documentation of intervention and
☐ Observation
monitoring of student response (e.g., RTI
data, progress-monitoring data)
☐ Self-Assessment
☐ Other:
Parent conference notes/logs; Newsletters, emails, webpage, and other communication
methods; Critical Components Checklist; Inservice trainings/presentations related to
intervention delivery and facilitation (handouts, agenda, PowerPoint); Pre-post surveys;
School/District Improvement – documentation of participation; Customer satisfaction
surveys
D. Learning Environment
Types of Evidence:
Threat assessment
☐ Artifacts
☐ Observation
☐ Self-Assessment
☐ Other:
Crisis intervention participation/facilitation; School climate surveys; Inservice
trainings/presentations related to school climate, violence preventions, crisis intervention,
and mental health issues; School-based programs – development and implementation
E. Professional Learning, Responsibility and Ethical Practice
Types of Evidence:
Professional Growth Plan
☐ Artifacts
☐ Observation
☐ Self-Assessment
☐ Other:
Documentation of inservice, professional conferences, and workshops;
Conference/workshop follow-up activities/implementation; Professional learning community
participation/facilitation; Membership in professional organization; Documentation of
supervision/mentoring activities; Demonstration of time management (e.g., logs, calendars )
APPENDIX B: SCHOOL COUNSELOR PERFORMANCE MANAGEMENT
ACTIVITY CYCLE & ELIGIBILITY
School Counselor Performance Management Cycle
Complete Business Goals/ PLP
Year-End Evaluation
July-October
October, January, April, and July
August
First Year School Counselor Performance Management Cycle
Month of Hire
July
August
September
October
November
December
January
February
March
April
May
June
Review training
plan & position
expectations
July
August
September
October
November
December
January
February
March
April
May
June
Complete/
revise PLP &
business goals*
October
November
December
January
February
March
April
May
June
July
August
September
Quarterly journaling
begins
(Quarter: Month
Completed)
Q1: October
Q1: October
Q1: October
Q2: January
Q2: January
Q2: January
Q3: April
Q3: April
Q3: April
Q4: July
Q4: July
Q4: July
Eligible for a
year-end
evaluation?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
APPENDIX C: SCHOOL COUNSELOR PERFORMANCE DEFINITIONS
Domain 1: Data-Based Decision Making and Evaluation of Practices
1a. Collects and uses data to develop and implement interventions within a problem-solving framework.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Uses and/or facilitates collecting
district data relevant to informing
problem identification, problem
analysis, and intervention design at
the systems level.
Uses available school data and
collects additional student data
(e.g., screening, progress
monitoring, and diagnostic
assessment) relevant to informing
problem identification, problem
analysis, and intervention design.
Practice is evident but requires
supervision, support, and/or
training to be effective
independently.
1b. Analyzes multiple sources of qualitative and quantitative data to inform decision-making.
Highly Effective
Effective
Needs Improvement
Analyzes, integrates, and
interprets data from multiple
sources at the school or district
level, and uses the data to inform
systems-level decisions.
Analyzes, integrates, and
interprets data from multiple
sources at the individual and group
level, and uses the data to inform
decisions.
independently.
Does not collect or use data to
inform interventions within a
problem-solving framework OR
ineffectively demonstrates the
practice/skill required.
Unsatisfactory
Does not analyze, integrate, and
interpret data from multiple
sources or use data to inform
decisions OR ineffectively
demonstrates the practice/skill
required.
1c. Uses data to monitor student academic progress and evaluate the effectiveness of services on student achievement
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Uses school or district data to
monitor the effectiveness of
support and district intervention
program outcomes.
Uses individual and group data to
monitor student progress, evaluate
the effectiveness of academic
instruction/intervention, and modify
interventions based on student
data.
independently.
Does not monitor student progress
or evaluate the effectiveness of
academic instruction/ intervention
OR ineffectively demonstrates the
1d. Shares student performance data in a relevant and understandable way with students, parents, and administrators
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Trains or mentors others to provide
feedback on student performance
and other assessment data to
stakeholders and to present data in
a way that is understandable and
relevant to stakeholder
interest/needs.
Provides feedback on student
performance and other
assessment data to stakeholders
(students, teachers, parents,
administrators, school teams) and
presents data in a way that is
understandable and relevant to
stakeholder interest/needs.
independently.
Does not provide feedback on
student performance and other
assessment data; does not present
data in a way that is
understandable and relevant OR
Domain 2: Instruction/Intervention Planning & Design
2a. Uses a collaborative problem-solving framework as the basis for identification and planning for academic
and reflective practices to support Instructional Personnel
Highly Effective
Provides a leadership role by
training others and facilitating team
members’ ability to identify,
problem solve, and plan academic
interventions.
Effective
Works with team and team
members to identify, problem
solve, and plan academic
interventions.
Needs Improvement
independently.
Unsatisfactory
Does not work with team to
identify, problem solve, and plan
academic interventions OR
2b. Plans and designs academic support with instructors based on data and aligns efforts with the school and
district improvement priorities, and state/federal mandates.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Trains or mentors others in
collecting and using multiple
sources of data, including
classroom, district, and state
assessments, to design and plan
instruction and interventions that
are aligned with school
improvement priorities and other
mandates.
Uses multiple sources of data,
including classroom, district, and
state assessments, to design and
plan instruction and interventions
that are aligned with school
improvement priorities and other
mandates.
independently.
Instruction and interventions are
not aligned OR are poorly aligned
with school improvement priorities
and other mandates.
2c. Applies evidence-based research and best practices to improve instruction/interventions
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Applies evidenced-based best
practices when developing and
planning instruction and
interventions across all levels of
support.
Applies evidence-based and best
practices when developing and
planning instruction and
intervention.
independently.
Fails to apply OR poorly applies
evidence-based and best practices
when developing and planning
instruction and intervention.
2d. Develops intervention support plans that help the student, or other community agencies and systems of
support to reach a desired goal
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Collaborates to identify systemslevel needs, resources, and
infrastructure to access services
and supports.
Develops a support plan that
reflects the goals of student/client
systems and supports the goal.
independently.
Support plans are ineffectively
developed (i.e., plans do not reflect
goals or systems coordination and
support to obtain stated goal).
2e. Engages parents and community partners in the planning and design of instruction/interventions
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Develops systems-level strategies
(e.g., validate participation,
decision making, two-way
communication) for engaging
families and community when
planning and designing instruction
and interventions.
Engages families, community, and
educational stakeholders when
planning and designing instruction
and interventions. Parent input is
valued and incorporated into plans.
independently.
Does not engage OR ineffectively
engages families and community
when planning and designing
instruction/intervention.
Domain 3: Instruction/Intervention Delivery & Facilitation
3a. Collaborates with school-based and district-level teams to develop and maintain a continuum of services to support the
academic success of all students.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Facilitates the development of
services at the district level by
planning and implementing
interventions that address systemic
issues/concerns.
Facilitates the development of
services at the school level by
planning and implementing
interventions whose intensity
matches student, group, or school
needs.
training to be independently
effective.
Does not contribute to the
development and implementation
of services at the school level OR
3b. Consults and collaborates at the individual, family, group, and systems levels to implement effective instruction and
intervention services.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Consults and collaborates at the
school/systems level to plan,
implement, and evaluate academic
services.
Consults and collaborates at the
individual, family, and group levels
to plan, implement, and evaluate
academic services.
effective.
3c. Implements evidence-based practices within the school and district framework.
Highly Effective
Effective
Needs Improvement
Assists in identifying and
implementing evidence-based
practices relevant to system-wide
(school or district) interventions
and supports.
Incorporates evidence-based
practices in the implementation of
interventions for individual students
and targeted groups.
effective.
Does not consult/collaborate OR
demonstrates practice/skill
ineffectively when planning,
implementing, or evaluating
academic services.
Unsatisfactory
Does not incorporate OR
ineffectively demonstrates
evidence-based practices when
implementing interventions for
individual students and targeted
groups.
3d. Identifies, provides, and/or refers for supports designed to help students overcome barriers that impede learning.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Identifies the systemic barriers to
learning and facilitates the
development of broader support
systems for students and families.
Identifies barriers to learning and
connects students with resources
that support positive student
outcomes/ goals.
effective.
Does not identify barriers to
learning or connect students with
resources that support positive
outcomes/goals OR ineffectively
required.
3e. Promotes student outcomes related to career and college readiness.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Develops/plans district-level or
school-level policies/interventions/
supports that address student
postsecondary goal attainment.
Develops/plans interventions or
programs to increase student
engagement (e.g., attendance, ontask behavior, rigorous/relevant
instruction, participation in school
activities) and support attainment
of post-secondary goals.
effective.
Does not develop interventions
that increase student engagement
or support attainment of
postsecondary goals OR
3f. Provides relevant information regarding child and adolescent development, barriers to learning, and student risk factors.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Develops/provides trainings that
include best practices related to
developmental issues, barriers to
learning, and risk factors.
Provides students, staff, and
parents with information, research,
and best practices related to
developmental issues, barriers to
learning, and risk factors.
effective.
Does not inform students, staff, or
parents about best practices
related to developmental issues,
barriers to learning, or risk factors
OR demonstrates practice/skill
ineffectively.
Domain 4: Learning Environment
4a. Collaborates with teachers and administrators to develop and implement school-wide intervention and supports.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Interacts with school, district,
parents, and community partners
to sustain and promote effective
system-wide programs/services
that result in a healthy school
climate.
Interacts with school personnel to
promote and implement schoolwide intervention and supports.
effective.
Does not interact with school
personnel to promote and
implement school-wide intervention
and supports OR poorly
required.
4b. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation,
persistence, resilience, ownership).
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Examines need and feasibility for
systemic intervention to support
and increase student engagement
district-wide.
Consults with school staff and
students to identify strengths and
weaknesses as part of problem
solving and intervention planning
to increase student engagement.
4c. Promotes safe school environments
Highly Effective
Effective
effective.
Does not consult with school
personnel to support and/or
increase student engagement OR
Needs Improvement
Unsatisfactory
Interacts with learning community
to enhance, support, and/or create
safe and violence-free school
climates through training and
advancement of initiatives that
relate to healthy and violence-free
schools.
Interacts with school personnel to
promote and implement effective
programs/services that result in a
healthy and violence-free school
climate (i.e., readiness, school
failure, attendance, dropout,
bullying, child abuse, youth
suicide, school violence).
effective.
4d. Integrates relevant cultural issues and contexts that impact family–school partnerships.
Highly Effective
Effective
Needs Improvement
Creates and promotes multicultural
understanding and dialogue
through training to examine the
broader context of cultural issues
that impact family–school
partnerships.
Identifies relevant cultural issues
and contexts that impact family–
school partnerships and uses this
knowledge as the basis for
problem solving related to
prevention and intervention.
Fails to demonstrate OR
understanding, advocacy, and
implementation of
services/programs that address
risk and protective factors among
students/staff.
Unsatisfactory
effective.
Does not OR ineffectively
demonstrates knowledge of
cultural influences on students,
teachers, communication styles,
techniques, and practices.
Needs Improvement
effective.
Unsatisfactory
demonstrates skills related to
collaboration for crisis intervention
along the continuum of services.
4e. Provides a continuum of crisis intervention services.
Highly Effective
Engages the learning community in
strengthening crisis preparedness
and response by organization,
training, and information
dissemination
Effective
Collaborates in crisis planning,
prevention, response, and
recovery and/or collaborates in
implementing/ evaluating
programs.
Domain 5: Professional Learning, Responsibility, and Ethical Practice
5a. Develops a personal, professional growth plan that enhances professional knowledge, skills, and practice and addresses
areas of need on the evaluation.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Establishes continuous
improvement strategy to identify
and self-monitor areas for skill and
professional growth based on
performance outcomes.
Maintains a plan for continuous
professional growth and skill
development aligned with
performance evaluation outcomes
and personal/professional goals.
effective.
Does not develop a personal
professional growth plan with goals
related to performance evaluation
outcomes OR shows ineffective
effort in this practice/skill.
5b. Engages in targeted professional growth opportunities and reflective practices (e.g., professional learning community
[PLC]).
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Facilitates professional learning
communities’ review of practices
and response to feedback from
supervisor and/or coworkers.
Participates in professional
learning opportunities consistent
with the professional growth plan
and uses feedback from supervisor
and/or colleagues for skill
enhancement.
effective.
5c. Implements knowledge and skills learned in professional development activities.
Highly Effective
Effective
Needs Improvement
Integrates acquired knowledge and
training into practice for
professional community.
Integrates and applies acquired
knowledge and training into
professional practice
effective.
5d. Demonstrates effective recordkeeping and communication skills.
Highly Effective
Effective
Needs Improvement
Supports record/data management
system impact on practice and
facilitates active listening among
professional learning community
members
Demonstrates reliable
recordkeeping skills; demonstrates
coherent, professional written/oral
communication; adapts
communication style and content
to a variety of audiences;
establishes rapport and is an
active listener
effective.
Does not participate in professional
development opportunities OR
demonstrates poor acceptance
and/or use of constructive
feedback to enhance skills.
Unsatisfactory
Demonstrates little or no interest in
altering practices and delivery of
services to accommodate new
knowledge and skills.
Unsatisfactory
maintains reliable system of
recordkeeping; fails to or poorly
demonstrates active listening,
written, and/or verbal
communication skills.
5e. Complies with national and state laws, district policies and guidelines, and ethical educational and professional
standards.
Highly Effective
Demonstrates a clear
understanding of professional
practice standards and ethics.
Operationalizes standards in dayto-day practice as a model for
professional community members.
Effective
Adheres to professional standards,
ethics and practices; maintains
accurate, timely, and confidential
records; and complies with
relevant laws, rules, guidelines,
and policies at the national, state,
and local levels.
Needs Improvement
effective.
Unsatisfactory
Does not adhere to standards of
professional practice, national and
state laws, and/or local policy and
procedures in the professional
arena.
APPENDIX E: GLOSSARY
Domain
Evidence
FEAPs
Indicator
Newly hired
Pathways
One of five areas in which school counselors
execute professional roles
Evidence may include factual reporting of school
counselor, instructor, and student actions and
behaviors. It may also include artifacts prepared by
the school counselor, instructor, students, or others.
It does not include personal opinions or biases.
Florida Educator Accomplished Practices
An identified aspect of practice within one of the five
domains
Personnel “newly hired” for their first year of
employment in our district regardless of their prior
work experience elsewhere
An online, web-based system that supports
evaluation, professional development, mentoring
logs and HR support data
Ratings
Highly Effective
The “Highly Effective” level describes
performance that is well above the Effective
rating and results from consistent
engagement with “professional practice.” The
highly effective student services professional
frequently serves as a role model to others.
Some professionals will be rated highly
effective on some indicators, but few will be
rated consistently highly effective on the
summative evaluation.
Effective
The “Effective” level describes performance
that has school-wide impact and clearly
makes a significant contribution to the
school. In addition, the effective student
services professional demonstrates a
willingness to learn and apply new skills.
Needs
Improvement/Developing
The student services professional’s
performance on a standard or overall is
below the requirements of a standard or
overall, but is not considered to be
unsatisfactory at this time.
Improvement is necessary and expected via
coaching and individual development plan.
Unsatisfactory
Rubric
Schoolhouses
Value Added Measure (VAM)
The student services professional’s
performance is consistently below the
requirements of a standard or overall and is
considered inadequate or both.
A set of criteria used to distinguish between
performance or proficiency levels. The rubric is
used to assess evidence; the rubric is not evidence.
The division of ‘schools’ within FLVS. Each
schoolhouse is comprised of similar content area
instructors and is supervised by an Instructional
Leader.
Value-added models measure the influence of
schools or instructors on the academic growth rates
of students. Value-added compares the change in
achievement of a group of students from one year
to the next to an expected amount of change based
on their prior achievement history and other
potential influences.
REFERENCES
Bruns, E. J., Walrath, C., Glass-Siegel, M., & Weist, M. D. (2004). School-based mental
health services in Baltimore: Association with school climate and special education
referrals. Behavior Modification, 28, 491–512.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Shellinger, K. B.
(2011). The impact of enhancing students’ social and emotional learning: A metaanalysis of school-based universal interventions. Child Development, 82, 405–432.
Fleming, C. B., Haggerty, K. P., Broen, E. C., Catalano, R. F., Harachi, T. W., Mazza, J.
J., &
Gruman, D. H. (2005). Do social and behavioral characteristics targeted by preventive
interventions predict standardized test scores and grades? Journal of School Health,
75, 342–349.
Greenberg, M. T., Weissberg, R. P., Utne O'Brien, M., Zins, J. E., Fredericks, L.,
Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth
development through coordinated social, emotional, and academic learning. American
Psychologist, 58, 466–474.
National Alliance of Pupil Services Organizations. (2011). Utilizing multiple measures in
determining professional performance of specialized instructional support personnel
[Policy statement]. Washington, D.C.: Author.
Schumaker, J. B., & Deshler, D. D. (2010). Using a tiered intervention model in
secondary schools to improve academic outcomes in subject-area courses. In M. Shinn,
& H. M. Walker (Eds.), Interventions for achievement and behavior problems in a threetier model including RTI (pp. 609–632). Bethesda, MD: National Association of School
Psychologists.
Welsh, M., Parker, R. D., Widaman, K., & O'Neill, R. (2001). Linkages between
children's social and academic competence: A longitudinal analysis. Journal of School
Psychology, 39, 463482.
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific
base linking social and emotional learning to school success. In J. Zins, M. R.
Weissberg, M. Wang, & H. J. Walberg (Eds.), Building academic success on social and
emotional learning: What does the research say? (pp. 3–22). New York: Teachers
College Press
RESEARCH SUPPORT FOR PRACTICES IN THE SSPEM MODEL
The following identifies research that supports practices within each of the domains of
the SSPEM.
DATA-BASED DECISION MAKING AND EVALUATION OF PRACTICES
Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analysis of response-tointervention research: Examining field-based and research-implemented models.
Journal of Psychoeducational Assessment, 23, 381–394.
Carey, J., & Dimmitt, C. (2008). A model for evidence-based elementary school
counseling: Using school data, research, and evaluation to enhance practice. The
Elementary School Journal, 108(5), 422–430.
Christ, T. J. (2008). Best practices in problem analysis. In A. Thomas, & J. Grimes
(Eds.), Best practices in school psychology V (pp. 159–176). Bethesda, MD: National
Association of School Psychologists.
Howell, K. W., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision
making, (3rd edition. Belmont, CA: Wadsworth.
Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.). (2007). Handbook of
response to intervention: The science and practice of assessment and intervention.
New York: Springer.
Shinn, M. R. (2010). Building a scientifically based data system for progress monitoring
and universal screening across three tiers, including RTI using a curriculum-based
measurement. In M. Shinn, & H. M. Walker (Eds.), Interventions for achievement and
behavior problems in a three-tier model including RTI (pp. 259–292). Bethesda, MD:
National Association of School Psychologists.
INSTRUCTION/INTERVENTION PLANNING AND DESIGN
Adelman, H. S., & Taylor, L. (2006). The implementation guide to student learning
supports in the classroom and school-wide: New directions for addressing barriers to
learning. Thousand Oaks, CA: Corwin Press.
Bowen, N. K. (1999). A role for school social workers in promoting student success
through school-family partnerships. Social Work in Education, 21(1), 34–47. 68
Burns, M., Wiley, H., & Viglietti, E. (2008). Best practices in implementing effective
problem-solving teams. In A. Thomas, & J. Grimes (Eds.), Best practices in school
psychology V (pp. 1633–1643). Bethesda, MD: National Association of School
Psychologists.
Christenson, S. L. (2004). The family–school partnership: An opportunity to promote the
leaning competence of all students. School Psychology Review, 33, 83–104.
Kelly, M. S., Raines, J. C., Stone, S., & Frey, A. (2010). School social work: An
evidence-informed framework for practice. New York: Oxford University Press.
Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole-school
positive behavior support: Effects on student discipline problems and academic
performance. Educational Psychology, 25, 183–198.
Otwell, P. S., & Mullis, F. (1997). Academic achievement and counselor accountability.
Elementary School Guidance and Counseling, 31, 343–348.
Upah, K. (2008). Best practices in designing, implementing and evaluating quality
interventions. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology V
(pp. 209–219). Bethesda, MD: National Association of School Psychologists.
INSTRUCTION/INTERVENTION DELIVERY AND FACILITATION
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Shellinger, K. B.
(2011). The impact of enhancing students’ social and emotional learning: A metaanalysis of school-based universal interventions. Child Development, 82, 405–432.
Hoagwood, K. E., Olin, S. S., Kerker, B. D., Kratochwill, T. R., Crowe, M., & Saka, N.
(2007). Empirically based school interventions targeted at academic and mental health
functioning. Journal of Emotional and Behavioral Disorders, 15, 66–92.
Jeynes, W. H. (2005). Parental involvement and student achievement: A meta-analysis.
Cambridge, MA: Harvard Family Research Project.
Lehr, C. A., Johnson, D. R., Bremer, C. D., Cosio, A., & Thompson, M. (2004). Essential
tools: Increasing rates of school completion: Moving from policy and research to
practice. Minneapolis, MN: University of Minnesota, Institute on Community Integration,
National Center on Secondary Education and Transition.
Ortiz, S. O., Flanagan, D. P., & Dynda, A. M. (2008). Best practices in working with
culturally diverse children and families. In A. Thomas, & J. Grimes (Eds.), Best practices
in school psychology V (pp. 1721–1738). Bethesda, MD: National Association of School
Psychologists.
Rosenfield, S. (2008). Best practices in instructional consultation and instructional
consultation teams. In A. Thomas, & J. Grimes (Eds.), Best practices in school
psychology V (pp. 1645–1660). Bethesda, MD: National Association of School
Psychologists.
Schlossberg, S. M., Morris, J. D., & Lieberman, M. G. (2001). The effects of a
counselor-led guidance intervention on students' behaviors and attitudes. Professional
School Counseling, 4(3), 156–164.
Welsh, M., Parke, R. D., Widaman, K., & O’Neil, R. (2001). Linkages between children's
social and academic competence: A longitudinal analysis. Journal of School
Psychology, 39, 463–482.69
LEARNING ENVIRONMENT
Brock, S., Lazarus, P. J., & Jimerson, S. R. (Eds.). (2002). Best practices in school
crisis prevention and intervention. Bethesda, MD: National Association of School
Psychologists.
Sprague, J. R., & Walker, H. M. (2010). Building safe and healthy schools to promote
school success: Critical issues, current challenges, and promising approaches. In M.
Shinn, & H. M. Walker (Eds.). Interventions for achievement and behavior problems in a
three-tier model including RTI (pp. 225–257). Bethesda, MD: National Association of
School Psychologists.
Whitfield, G. (1999). Validating school social work: An evaluation of a cognitivebehavioral approach to reduce school violence. Research on Social Work Practice, 9(4),
399–246.
PROFESSIONAL LEARNING, RESPONSIBILITY, AND ETHICAL PRACTICE
American Nurses Association and National School Nurses Association. (2011). School
nursing: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.
American School Counselor Association. (2007). School counselor competencies.
Retrieved from http://www.schoolcounselor.org/files/SCCompetencies.pdf
Jacobs, S. (2008). Best practices in developing ethical school psychological practice. In
A. Thomas, & J. Grimes (Eds.), Best practices in school psychology V (pp. 1921–1932).
Bethesda, MD: National Association of School Psychologists.
Marzano, R. (2011). Marzano art and science of teaching: Teacher evaluation model.
York, PA: Learning Sciences International.
National Association of School Psychology. (2010). Principles for professional ethics.
Bethesda, MD: Author..
National Association of Social Work. (2012). Code of ethics of the National Association
of Social Workers. Washington, D.C.: Author.
APPENDIX F: DOCUMENT HISTORY
Documentation of document approval and revision history:
Action:
Document approved by FLVS
Instructional Executive Team
Document approved by FLVS
Board of Trustees
Document sent to FDOE
Document approved by FDOE
Date:
Notes

SCHOOL COUNSELOR EVALUATION PROCEDURES MANUAL 2013-2014

Transcription

Similar documents

Addressing Personal and Professional Difficulties Through Your

AP Conversation Starter

flyer

Dear Colleague, What exactly is NHSCA?

Orange County Virtual School How to Request Courses with OCVS Go to and log in with your username and password. If you don’t

Admission Policy Class 2017 - Monmouth County Vocational School

study skills and time management

scholarship - Education First FCU

where to get more information salem