School Counselor Evaluation Rubric

2014-2015
School Counselor Evaluation Rubric

Foundation
Unsatisfactory Basic Proficient Distinguished
Establishes goals for counseling services based on data and setting

Counselor rarely or never sets clear data Counselors data driven goals for the Counselor has established goals that are the product of
F Counselors data driven goals for the counseling
driven goals for the counseling services, counseling services are clear and analyzing data and they are highly appropriate to the situation
services are rudimentary and are partially suitable
1 or they are inappropriate to either the
to the situation and the age of the students.
appropriate to the situation in the school in the school and to the age of the students. The goals have
situation or the age of the students. and to the age of the students. been developed following consultations with students, parents
and colleagues.

Plans a comprehensive school counseling program in three domains to promote and enhance student achievement
Counselor plans a school counseling program in
Counselor plans and implements a
Counselor rarely or never plans a school one or two of the three domains or the program is Counselor plans and implements a counseling program in the
F counseling program in the three domains
counseling program in the three domains basic and does not reflect the achievement or three domains based that is based upon need, achievement
that is based upon need, achievement and
2 of academic, career and personal/social opportunity gap data of the school or district, and
opportunity gap data that frequently
and opportunity gap data that consistently enhances student
development. only partially supports or enhances student achievement. The counselor revisits the plan making
supports and enhances student
achievement. appropriate adjustments based upon feedback and data.
achievement.
School Counselor Evaluation Rubric

Planning and Preparation

Unsatisfactory Basic Proficient Distinguished
Demonstrates knowledge of content, pedagogy, theory and best practice
The counselor demonstrates some The counselor demonstrates a working
The counselor demonstrates limited knowledge The counselor displays extensive knowledge of
knowledge of counseling theory, best knowledge of counseling theory, best practice
PP1 of counseling theory, best practice and
techniques. Plans do not reflect integrated
practice and techniques. Plans reflect and techniques. Plans reflect the integration
counseling theory, best practice and techniques. Plans
and practice reflect and integrate extensive knowledge,
limited integration of this knowledge, theory, of knowledge, theory and best practice.
knowledge of theory and techniques. theory and best practice.
technique and best practice.

Demonstrates knowledge of students

The counselor demonstrates some The counselor demonstrates adequate The counselor demonstrates extensive knowledge of
The counselor demonstrates little or no knowledge of child and adolescent knowledge of child and adolescent child and adolescent development and provides
PP2 knowledge of child and adolescent development. The counselor is learning to development and provides services that are comprehensive services that are highly customized and
development. develop services that are differentiated and differentiated and developmentally developmentally appropriate using a continuum of
developmentally appropriate. appropriate. evidence based methodologies.

Demonstrates knowledge of regulations and resources

Counselor demonstrates awareness of Counselor demonstrates awareness of
Counselor demonstrates little or no knowledge district policy, state and federal regulations, district policy, state and federal regulations, Counselors knowledge of district policy, state and federal
PP3 of district policy, state and federal regulations, and of resources for students available and of resources for students available regulations, and of resources for students is extensive,
and of resources for students available through through the school or district, but no through the school or district, and some including those available through the school or district
the school or district. knowledge of resources available more familiarity with resources external to the and in the community.
broadly. school.

Utilizes ASCA national standards to develop the school counseling curriculum

Counselor is aware of, but only occasionally
Counselor is knowledgeable of and frequently Counselor is knowledgeable of and consistently utilizes
PP4 Counselor is not aware of or nor utilizes the utilizes the ASCA national standards in
utilizes the ASCA national standards in the ASCA National standards in lessons, programs and
ASCA national standards. lessons, presentations, and or group and
lessons, programs and presentations. presentations.
individual counseling sessions.

Uses research based counseling techniques

Counselor occasionally uses research Counselor frequently uses a range of Counselor consistently uses an extensive range of
Counselor rarely or never uses research based
based counseling techniques to help research based counseling techniques to research based counseling techniques matched to the
counseling techniques to help students acquire
PP5 skills in decision making and problem solving students acquire skills in decision making help students acquire skills in decision individual or group need(s) and strength(s) to help
and problem solving for both interactions making and problem solving for both students acquire skills in decision making and problem
for both interactions with others (students,
with others (students, school staff, interactions with others (students, school solving for both interactions with others (students, school
school staff, community) and future planning.
community) and future planning. staff, community) and future planning. staff, community) and future planning.
School Counselor Evaluation Rubric
Environment
Unsatisfactory Basic Proficient Distinguished
Creates an environment of respect and rapport
Counselor interactions with students are consistently
Counselor interactions with students
Counselor interactions with students are occasionally Counselor interactions with students are positive, appropriate or sensitive to student age, cultural
E are rarely positive, appropriate or
positive, appropriate or sensitive to student age, frequently positive, appropriate or sensitive to background, and developmental need. Counselor
sensitive to student age, cultural
1 background, and developmental
cultural background, and developmental need. student age, cultural background, and teaches students how to engage in positive interactions
Counselor occasionally promotes positive interactions developmental need. Counselor frequently with peers, and students seek out the counselor,
need. Counselor does not promote
among students. promotes positive interactions among students. reflecting a high degree of comfort and trust in the
positive interactions among students.
relationship.
Establishes and promotes a culture for productive communication
Counselor rarely or never attempts to
promote and support a culture Counselor occasionally promotes and supports a Counselor frequently promotes and supports a Counselor consistently promotes and supports a culture
E throughout the school for productive culture throughout the school for productive and culture throughout the school for productive and throughout the school for productive and respectful
2 and respectful communication respectful communication between and among respectful communication between and among communication between and among students and
between and among students and students and teachers. students and teachers. teachers. While guided by the counselor, the culture is
teachers. maintained by both teachers and students.

Establishes standards of conduct and contributes to the culture for student behavior
Counselor rarely or never establishes Counselor has established clear standards of Counselor has established clear standards of conduct,
E Counselor occasionally establishes standards of
standards of conduct and contributes conduct and frequently makes a significant and students consistently contribute to maintaining them.
conduct and contributes to maintaining an
3 to maintaining an environment of
environment of civility in the school.
contribution to the environment of civility in the Counselor takes a leadership role in maintaining the
civility in the school. school. environment of civility in the school.

Establishes a culture for learning

School counseling culture is characterized by some School counseling culture is a cognitively busy School counseling culture is a cognitively vibrant place
commitment to learning by counselor or students. place where learning is valued by all, with high where learning is valued by all, with high expectations for
E School counseling culture is rarely Counselor appears to be going through the motions expectations for learning being the norm for learning being the norm for all students. Counselor
characterized by commitment to and conveys that student success is the result of most students. Students understand the interactions support the attainment of success for all
4 learning by counselor or students. natural ability rather than persistence and growth. support that counselors provide and accept that students and the development of positive post-secondary
Student support is seldom offered. High expectations for learning are reserved for those support. Counselor interactions support education outcomes. Counselor support students
students thought to have a natural or fixed aptitude learning, hard work, and establishing a plan for assumption of responsibility related to their academic,
for learning. Student support is offered occasionally. post-secondary education outcomes. career, and personal/social goal attainment.

School Counselor Evaluation Rubric

 Delivery of Program
Unsatisfactory Basic Proficient Distinguished
Assesses and researches student needs
Counselor rarely or never assesses student
needs and strengths or does not use Counselor occasionally assesses student Counselor frequently assesses student needs and Counselor consistently conducts detailed and
DP1 assessment results to provide services, or needs and strengths to provide services. strengths and knows the range of student needs in individualized assessments of student needs and
the assessments result in inaccurate Assessments are perfunctory. the school. strengths to contribute to program planning.
conclusions.

Assists students and teachers in plan formulation based on knowledge of student needs
Counselor rarely or never assists students Counselor occasionally assists students
Counselor consistently assists students and teachers in
and teachers in the formulation of academic, and teachers in the formulation of Counselor frequently assists students and
DP2 personal/social, and career/college plans the formulation of academic, personal/social, and
academic, personal/social, and teachers in the formulation of academic,
career/college plans using individual student needs and
and is not responsive of identified student career/college plans. Student plans are personal/social, and career/college plans. Student
goals. Student plans are consistently successful and
needs. partially successful. plans are mostly successful.
include educating parents in the planning process.

Utilizes resources to meet student needs

Counselor rarely or never makes Counselor occasionally makes Counselor frequently works with other programs
DP3 connections with other programs in order to Counselor consistently works with other programs and
connections with other programs in order within the school or district in order to meet
agencies both within and beyond the school or district to
meet student needs. to meet student needs. student needs.
meet individual student needs.

Demonstrates flexibility and responsiveness

Counselor is continually seeking ways to improve the
Counselor makes modest changes in the
DP4 Counselor adheres to the plan or program, in counseling program when confronted with Counselor makes revisions in the counseling counseling program and makes changes as needed in
spite of evidence of its inadequacy. program when they are needed. response to student, parent, and teacher input, as well
evidence of the need for change.
as school wide data.

Supports student learning during critical transition periods

Counselor rarely or never conducts Counselor occasionally conducts Counselor frequently conducts orientations and/or Counselor consistently assists all students and parents
orientations and/or other supportive, orientations and/or other supportive, other supportive, educational opportunities for at points of educational transition (e.g. home to
DP5 educational opportunities and/or provides no educational opportunities and/or provides parents and students to aid transition between elementary school, elementary to middle to high school,
support for parents and students during occasional support for parents and grade levels, between schools or important life high school to postsecondary education and career
critical transition periods. students during critical transition periods. events such as school to college or school to work. options).

School Counselor Evaluation Rubric

 Professional Responsibilities
Unsatisfactory Basic Proficient Distinguished
Maintains records and timely submits and evaluates
Counselor reports, records, and documentation Counselor reports, records, and Counselor record keeping is consistent, highly
PR1 Counselor reports, records, and documentation are are accurate and occasionally submitted in a documentation are accurate and are systematic and efficient, and serves as a model
missing, late, or inaccurate.
timely manner. frequently submitted in a timely manner. for colleagues in other schools.

Communicates with students, families and stakeholders about the counseling program
Counselor rarely or never provides information or Counselor occasionally provides accurate Counselor frequently provides thorough and Counselor consistently is proactive in providing
PR2 provides inaccurate information to families, either information to families about the counseling accurate information to families about the information to families about the counseling
about the counseling program as a whole or about program as a whole and about individual counseling program as a whole and about program and about individual students through a
individual students. students. individual students. variety of means.

Actively participates in a professional community

Counselor relationships with colleagues are Counselor frequently participates actively in Counselor consistently makes a substantial
Counselor relationships with colleagues are negative
PR3 or self-serving, and counselor is rarely or never cordial, and counselor occasionally school and district events and projects and contribution to school and district events and
participates in school and district events and maintains positive and productive projects and assumes leadership with colleagues.
involved in school and district events and projects.
projects when specifically requested. relationships with colleagues.

Engages in professional development

Counselor rarely or never participates in Counselor occasionally participates in
Counselor frequently seeks out opportunities Counselor consistently and actively pursues professional
PR4 professional development activities even when professional development activities and/or
for professional development based on an development opportunities and makes a substantial
such activities are clearly needed for the they are limited to those that are
individual assessment of need. contribution to the profession through such activities as
development of counseling skills. convenient or required.
offering workshops to colleagues.

Promotes professional and ethical culture to advance student learning and development
Counselor displays honest and ethical Counselor maintains high ethical standards
Counselor displays dishonest and unethical Counselor consistently holds the highest ethical
PR5 interactions with colleagues, students, and the interactions with colleagues, students, and in interactions with colleagues, students, and
standards, advocates for students, and takes a
the public. Counselor does not violate the public. Counselor advocates for students
public and/or violates principles of confidentiality. leadership role with colleagues.
confidentiality. when needed.