School Counselors Rubric Example Framework for School Counselors School Counselor Rubric

School Counselors Rubric Example framework for School Counselors School Counselor Rubric

Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson was first published by ASCD in 1996, and quickly found wide acceptance and acclaim across the nation for its research-based definition of good teaching. As Charlotte Danielson notes, however, the Framework for Teaching (FfT) is just that, a definition of teaching that did not address the work of many specialists, including school counselors. Recognizing the need for a similar definition for such positions, Charlotte Danielson added rubrics for several specialists in the second edition of the Framework for Teaching in 2007. In those specialist rubrics, the basic architecture of the Framework for Teaching remained, with the components adjusted to ensure relevance and alignment with the work of specialist groups.

The Danielson Group published the Framework for Teaching Evaluation Instrument in 2011 and a second edition in 2013. The Evaluation Instrument contained rubric language for each component at all four levels of performance, as well as critical attributes and possible examples for each of those levels of performance. Four members of the Danielson Group, each with masters’ degrees in counseling, began in 2013 to create a framework similar to the Evaluation Instrument, that would accurately and specifically reflect the work of school counselors.

It is the role of school counselors, just as with other educators, to ensure student success. Counselors not only respond to the immediate needs of students but also plan for proactive services. At the elementary level, the emphasis is on helping all students acquire skills such as being able to communicate in effective ways, developing a healthy self-image, and forming appropriate relationships with their peers. Secondary school counselors continue the same skills acquisition, but also focus on post-secondary planning, and cultivating skills that will help them become college- and career-ready. School counselors carry out their work in various settings, including individual, small group, and classroom guidance.

School counselors serve as a resource to individual students, teachers, parents and guardians, the school as a whole, and their communities. They counsel individual students regarding such matters as making positive choices, reducing excessive tardiness, addressing behavioral issues, and designing an appropriate academic program. They also collaborate with teachers to present curriculum-based guidance lessons or to offer advice on the development of interpersonal or study skills. School counselors regularly confer with parents about any number of issues that affect student learning, often including issues related to behavior and emotions. In addition, the counselor might work at the school level, interpreting cognitive, aptitude, and achievement tests; maintaining student records; and assisting the school principal and school psychologist in identifying and resolving student needs, issues, and problems.

A seminal document that informed this process was the ASCA (American School Counselor Association) National Model. Throughout the writing process, the group also consulted practicing school counselors to ensure alignment with their practice. As noted in the ASCA National Model, “Today's school counselors are vital members of the education team. They help all students in the areas of academic achievement, personal/social development and career development, ensuring today's students become the productive, well-adjusted adults of tomorrow.”

We offer this rubric example to support and enhance professional conversations in the school counseling community.

Danielson Group Consultants: Darlene Axtell, MaryLou McGirr, Joanie Peterson, Karyn Wright

Domain 1 for School Counselors: Planning and Preparation

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

1a: Demonstrating School Counselor School Counselor School Counselor School Counselor Knowledge of School demonstrates little or no demonstrates limited demonstrates solid demonstrates deep and Counseling Theory understanding of school understanding of school understanding of school thorough understanding of programming, counseling programming, counseling programming, counseling school programming, techniques, and theory. techniques, and theory. techniques, and theory. counseling techniques and theory. School Counselor’s plans and practice reflect familiarity with a wide range of effective counseling approaches.

Critical Attributes • School Counselor • School Counselor • School Counselor • School Counselor displays minimal displays rudimentary demonstrates solid demonstrates extensive understanding and understanding and understanding and knowledge and application of the district/ application of the application of the district/ application of the school programming and district/school school programming and district/school counseling techniques. programming. counseling techniques. programming and counseling techniques. • School Counselor’s plans • School Counselor’s • School Counselor is able use inappropriate knowledge and use of to select and employ • School Counselor actively strategies. counseling techniques is suitable and effective investigates new of moderate value or techniques to meet the counseling theories and suitability in meeting the needs of most students. techniques, and skillfully needs of some students. selects and employs those that meet the needs of individual students.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

Possible Examples • School Counselor says, • School Counselor meets • School Counselor alerts • School Counselor surveys “Services for our ELL with a student who is the principal to issues of students on her roster students and their families struggling with anger students sexting on their about bullying, both should be identical to management issues, but phones and offers personal experiences and those for everyone else.” does not apply research- suggestions related to observed occurrences. based counseling positive interventions for She brings in an expert to When a student indicates • techniques to the students. advise the department she has thoughts of sessions, such as and launches an effective harming herself, the School Counselor cognitive behavioral • anti-bullying program for School Counselor gives incorporates social justice therapy. the district. her a booklet on mental advocacy services into health issues and tells her • School Counselor says, “I the counseling program • School Counselor leads a to come back after she know there are social based upon student regional training event for has read it. skills programs out there demographics and needs. colleagues to raise for students with autism, awareness of how School counselor says, School Counselor • but I just don’t know how I • counseling traditions and “We have our own plan. I downloads the ASCA am going to find out about one's own views may be don’t see why it has to “Mindsets & Behaviors for them.” based on culturally biased align with the American Student Success” concepts. School Counselor program planning tool and Association (ASCA) works with colleagues to National Model.” address gaps in the current school counseling program.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

1b: Demonstrating School Counselor displays School Counselor displays School Counselor In addition to the Knowledge of little or no knowledge of limited knowledge of child demonstrates characteristics of Students child and adolescent and adolescent understanding of the “proficient,” School development nor of development. and some typical developmental Counselor displays students’ skills, special knowledge of the varied characteristics of the age knowledge of the extent to needs, interests and students’ skills, special group, as well as which individual students cultural heritages. . needs, interests and exceptions to the general follow the general patterns cultural heritages. patterns of development. of development. Counselor displays School Counselor accurate and detailed demonstrates extensive knowledge of students’ knowledge of students, skills, special needs, systematically acquiring interests and cultural knowledge from several heritages. sources about individual students’ knowledge, skills, special needs, interests and cultural heritages.

Critical Attributes • School Counselor does • School Counselor cites • School Counselor • School Counselor not understand child developmental theory, integrates knowledge of applies understanding of development but does not seek to developmental theory developmental attributes characteristics and has integrate theory into with knowledge of to differentiate practice unrealistic expectations interactions with students on their and decision-making for students. students. counseling roster to based on individual inform their practice. students’ circumstances. • School Counselor is • School Counselor unaware of the inconsistently attempts to • School Counselor • School Counselor individualized needs of gain knowledge of actively seeks to gain demonstrates thorough students and ignores individual needs of knowledge of student knowledge of student students’ cultures, students and sometimes background and background and language, interests, seeks to understand experiences, culture, experiences, culture, special needs, history students’ cultures, special needs, history special needs, history

Level of Performance Component Unsatisfactory Basic Proficient Distinguished and/or circumstances. language, interests, and circumstances and and circumstances, as special needs, history uses this knowledge in well as knowledge of School Counselor is • and/or circumstances. practice and decision- individualized techniques unaware of medical making. to support student. issues and learning School Counselor is • School Counselor uses disabilities of students. aware of medical issues School Counselor is • this knowledge to and learning disabilities aware of medical issues proactively communicate with some students, but and learning disabilities with or about the student. does not seek to of all students on her understand the caseload and works • School Counselor implications of those collaboratively with researches medical and issues and conditions. colleagues to understand learning issues of the implications of those students on her issues and conditions. caseload, and works with those students to ensure their own understanding and ability to advocate on their own behalf.

Possible Examples • School Counselor uses • School Counselor • School Counselor uses • After reviewing materials and resources provides for the kosher conversational turn-taking anonymous school for a kindergarten student dietary restrictions of in a class designed for surveys related to that have been designed Jewish students for an students with Asperger smoking, the School for third grade students. evening event, but does syndrome to support the Counselor works with the not make acquisition of social skills. school assistance team School Counselor does • accommodations for and student not know how to address School Counselor vegetarians or those with • representatives to the behavioral responses ascertains each student’s gluten sensitivities. develop a smoking of a student with sensory background knowledge cessation program. issues. She issues a • School Counselor uses a about the college detention to the student check in and check out application process • The School Counselor for covering his ears in strategy with a student, before providing holds a meeting with a the cafeteria and shouting but does not share the guidance. student and his mother to that everyone should progress of the student discuss the recent

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

“Shut up.” with teacher and parent. incarceration of a sibling. Together they design a plan to inform the student’s teachers and to design strategies that will support the student.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

1c: Establishing School Counselor has no School Counselor’s goals School Counselor’s goals School Counselor’s goals Counseling clear goals for the for the counseling program for the counseling program for the counseling program Outcomes counseling program, or are rudimentary and are are clear and appropriate are highly appropriate to goals are inappropriate to partially suitable to the to the situation in the the situation in the school either the situation or the situation and the age of the school and to the age of and the age of the age of the students. students. Counseling the students. Counseling students, and have been Counseling outcomes outcomes represent outcomes represent developed in consultation represent low expectations moderate expectations and rigorous and important with students, parents, and for students. rigor. expectations for student colleagues. Counseling learning and achievement. outcomes represent high-

level learning and achievement. Outcomes are differentiated and reflect multiple career and college ready paths based on student aspirations and input. Critical Attributes • School Counselor cannot • Goals represent low • Goals represent high • Goals represent high identify goals for students. expectations for expectations and rigor for expectations and rigor students. students. and are differentiated to Goals do not represent • encourage individual the needs of the student Goals reflect minimal Goals reflect consistent • • students to take population. consideration of student consideration of student educational risks. population needs. population needs. • Goals are carefully tailored and differentiated to meet the needs of the entire student population.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

Possible Examples • School Counselor states • The School Counselor • School Counselor works • School Counselor college and career creates outcomes for with students to establish revises the counseling readiness outcomes in Social Skills learning that learning outcomes for program outcomes to terms of student do not address counseling sessions. include data from student awareness of information generalization of skills to self-assessments. School Counselor rather than achievement novel environments. • successfully establishes School Counselor works goals. • • School Counselor begins an advisory council that collaboratively with • School Counselor says to research evidence- includes all stakeholders administration, that reducing the over- based programs to reflective of the colleagues, and student representation of minority reduce out-of-school- collaborative leaders to set goals for students in out -of-school suspensions, but sets components of the ASCA reducing out-of-school suspensions is not a goal modest goals for National Model. suspensions. The goals that is related to her job improving outcomes. are research-based and as a School Counselor. aligned to the district and

• school program goals. A key feature is student self-monitoring and assessment of outcomes.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

1d: Demonstrating School Counselor School Counselor displays School Counselor displays School Counselor displays Knowledge of demonstrates little or no some awareness of knowledge of resources extensive knowledge of Resources knowledge of resources resources available to available to students resources for students. available to students students through the through the school or These include school, through the school, district school, district, or district, as well as those in district, community, and or community, nor is the community and for the community, on the external resources. School counselor aware of extending one’s internet, and other sources Counselor makes extensive resources for expanding professional skills but does external to the school. use of resources provided one’s own professional not seek to expand their School Counselor seeks by professional skills. knowledge. resources to extend their organizations, universities own professional skills and and on the internet. knowledge. Critical Attributes • School Counselor does • School Counselor • School Counselor knows • School Counselor not seek resources sometimes seeks how to gain access to proactively and routinely outside the district to resources outside the resources outside the seeks resources outside expand his/her district to expand his/her district and effectively the district and makes knowledge. knowledge. shares them with extensive effort to share students and parents. with students, colleagues, School Counselor is School Counselor has • • parents and all unable to suggest or limited suggestions for The School Counselor • community stakeholders. identify resources that resources to meet the makes detailed meet the needs of needs of students. suggestions for • The School Counselor students. evidence-based works collaboratively with resources to meet the colleagues, parents and needs of a diverse students to create a list of student population. evidence-based resources that will support the needs of a diverse student population.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

Possible Examples • School Counselor gives • School Counselor hands • School Counselor gives • School Counselor creates the same college a list of local mental a student several an online “clearinghouse” resource information to health care providers to a resource options when of resources that is used all students, regardless student without trying to asked about local by all counseling staff in of their career plans. determine the most businesses that offer job the district for local and appropriate provider for apprenticeships in the regional resources to School Counselor is not • the individual student’s hospitality industry. meet the developmental able to recommend local issue. needs of all students. mental health care • School Counselor tells providers or community • School Counselor knows her supervisor about an • School Counselor spends resources to the family she needs to learn more online course in social the summer meeting with of a severely depressed about working with justice programs she the Commerce student. secondary students with would like to take in Commission and Better autism, but doesn’t order to expand her Business Bureau to contact autism knowledge in the area. develop a resource library specialists to support with a broad array of professional learning. student internship opportunities.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

1e: Designing a School Counselor plan School Counselor plan has School Counselor plan School Counselor plan is Coherent consists of a random a guiding principle and includes important aspects of highly coherent and serves Counseling collection of unrelated includes a number of counseling in the school to support not only the Program activities, lacking coherence activities, some of which setting and includes school students individually and in or an overall structure, and do not fit with the broader goals. Counseling programs groups, but also the broader is poorly aligned to goals. There is little follow an organized educational program. The counseling outcomes. differentiation for students. progression with plan provides opportunity School Counselor plan is School Counselor seeks differentiation for different for student choice. Input developed without input minimal input from groups of students. School from stakeholders is from stakeholders or stakeholders. Counselor routinely seeks incorporated throughout the inclusion of individual, input from stakeholders. plan. school, and district needs.

Critical Attributes • School Counselor plan • School Counselor plan • School Counselor plan is • School Counselor plan is lacks structure and is not may be unrealistic about well structured and holistic, systemic, aligned to social decision- expectations for social reasonable about balanced, proactive, making, behavioral, decision-making, expectations for social integrated into the mental health, and behavioral, mental decision making, academic agenda, and academic goals. health, and academic behavioral, mental health, reflective in addressing goals. and academic goals. individual student’s social There is no effort to • decision making, connect counseling Counseling activities are Counseling activities match • • behavioral, mental health, activities to counseling loosely connected to counseling outcomes. and academic goals. outcomes. counseling outcomes. School Counselor plan • Counseling activities are School Counselor plan School Counselor plan includes an appropriate • • • aligned with counseling lacks a mission statement includes an incomplete mission statement outcomes and ensure describing the school mission statement describing the school student choice. counseling program goals describing the school counseling program goals and vision of how counseling program and clear vision of how the • School Counselor plan students will benefit from goals and partial vision of students will benefit from includes a mission the program. how the students will the program. statement and a benefit from the program. comprehensive vision of • School Counselor designs • School Counselor

Level of Performance Component Unsatisfactory Basic Proficient Distinguished the plan without consistently engages in how students’ School Counselor collaboration with • collaborative planning with individualized needs will designs the plan with stakeholders. all in-district stakeholders. be met though minimal collaboration differentiated program with stakeholders. goals. • School Counselor actively seeks input from multiple stakeholders within and beyond the district to maximize collaborative planning process. Possible Examples • School Counselor says, • School Counselor says, • School Counselor designs a • School Counselor “The program does not “I know that we need to meet-and-greet evening implements a program need to address academic involve community where students can learn where students can self- goals; that is the job of leaders in order to how adults with disabilities assess their own learning their teachers.” develop student navigated both school and styles and suggest internships. I just don’t workplace challenges. individualized School Counselor does • know how I am going to accommodations and not design programs to School Counselor structure that.” • modifications that would support the post- participates in a community successfully support their secondary plans of School Counselor reads forum to seek input from • learning goals. students who do not want information about local mental healthcare to attend a four-year cyberbullying, but offers providers on improving • School Counselor holds a college. only general statements mutual collaboration. series of feedback about its impact, and sessions after the first School Counselor states School Counselor works • does not explore • year of implementing a that he does not have with her department chair preventative strategies. new counseling plan, to time to learn more about on a presentation to her identify both highly the core curriculum. colleagues and school successful components of administration that the plan as well as gaps in recommends an evidence- the program that need to based program for reducing be addressed. out-of-school suspensions.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

1f: Designing Program School Counselor has no School Counselor has a School Counselor’s School Counselor’s Assessment plan to assess services or rudimentary plan to plan to assess services assessment plan is highly resists suggestions that assess services. is organized around sophisticated, with a such an evaluation is Assessment criteria and clear goals, criteria, and variety of evidence important. standards have been standards related to the sources and clear criteria developed, but they are collection of evidence. for assessing outcomes. not clear. School School Counselor has a The plan includes student Counselor’s approach to well-developed strategy contributions to its using formative for using formative development. Assessment assessment is partially assessment data. plan includes multiple developed and includes methodologies to ensure only some of the program accurate assessment of outcomes. program effectiveness for diverse student groups. Critical Attributes • There is no program • The program • The program • The program assessment plan to gather assessment plan assessment plan is assessment plan feedback from contains minimal updated based upon includes cycles for stakeholders and evaluate provision for feedback feedback from reviewing progress of the services. from stakeholders. stakeholders. counseling program, so that formative The program assessment The program The program • • • adjustments can be plan has no provision for assessment plan has assessment plan made as needed. data collection. limited provision for data provides for collection collection. Only some of of relevant data and is The program School Counselor does • • the counseling consistent with assessment plan uses a not use data/assessments outcomes are addressed program goals. variety of methods to to plan future program in the planned collect data in order to priorities. School Counselor assessments. • assess program goals synthesizes data to and services, including School Counselor plan effective future • soliciting student input. minimally uses program priorities. assessment data to plan • School Counselor future program priorities continually synthesizes

Level of Performance Component Unsatisfactory Basic Proficient Distinguished data to plan for effective program priorities, monitors progress, and makes adjustments as needed. Possible Examples • School Counselor states • School Counselor • School Counselor • School Counselor that he is too busy attempts to aggregate explains to the initiates a committee to providing services to student data to assess principal how she has develop an efficient figure out how to assess program effectiveness. used students’ system for managing the program effectiveness. but states that he is academic and large amounts of data often very behind in behavioral progress collected on each When asked about data to • maintaining the data. data to assess student. The counselor support continuation of a program states, “We are collecting program, School School counselor states • effectiveness. but not effectively using Counselor states that that he has data for data to inform our quantitative data would some of the counseling As part of the design • decisions about not be helpful. programs, but has not of a new program to programs and students.” had time to analyze it. reduce out-of-school suspensions, the School Counselor School Counselor tells • • School Counselor mentors a student student internship participates as a team committee that analyzes supervisors that the member in developing the data related to the school is very interested measurable program school code of conduct in their feedback, but outcomes. and the effectiveness of does not provide a current school document or method for School Counselor • procedures. them to provide reports the results of feedback. quantitative and qualitative data about the school counselor program at quarterly department meetings.

Domain 2 for School Counselors: The Environment

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

2a: Creating an School Counselor’s School Counselor’s School Counselor’s School Counselor’s Environment of interactions with students interactions with students interactions with interactions with students, Respect and Rapport are mostly negative, are generally appropriate, students, parents and parents and staff are highly inappropriate, or insensitive but may reflect occasional staff are respectful and positive, respectful, and to students’ ages, cultural inconsistencies and appropriate to the ages, appropriate to the ages, backgrounds, and insensitivity. The counselor cultures, and cultures and developmental levels. The makes occasional attempts developmental levels of developmental levels of counselor does not promote to promote positive the students. The the students, reflecting positive interactions among interactions among students, counselor actively genuine warmth, caring students, parents, or staff. parents, or staff. The promotes positive and sensitivity. The The Counselor does not counselor attempts to interactions. The counselor has successfully deal with disrespectful respond to disrespectful counseling environment involved students in behavior. The counseling behavior with uneven is one in which promoting positive student- environment is not a place results. Students, teachers participants feel safe to-student interactions. where students, teachers, and/or parents feel and respected. and/or parents feel safe and somewhat safe and respected. respected in the counseling environment.

Critical Attributes • School Counselor is • School Counselor makes • School Counselor is • School Counselor is insensitive to students’ inconsistent effort to be sensitive to all highly sensitive to all cultural backgrounds and sensitive to students’ students’ cultural students’ cultural developmental levels. cultural backgrounds and backgrounds and backgrounds and developmental levels. developmental levels developmental levels and School Counselor • and fosters this supports student displays no familiarity with School Counselor • sensitivity with initiation of events or caring about students. demonstrates familiarity students and staff. recognizing and including with the unique School Counselor speaks diverse populations. • circumstances of some of School Counselor disrespectfully to • the students on her roster. demonstrates detailed School Counselor students, parents, staff, or • knowledge of each of consistently colleagues. Quality of interactions • the students on her demonstrates knowledge

Level of Performance Component Unsatisfactory Basic Proficient Distinguished between School Counselor roster. of, compassion for, and School Counselor • and students, parents, and responsiveness to all displays a lack of Interactions between staff is uneven, with • students. responsiveness to School Counselor and occasional disrespect or students, parents, staff students, parents, and School Counselor insensitivity. • and colleagues. staff are consistently models exemplary School Counselor is respectful. respect for students, School Counselor fails to • • responsive to a small parents, staff, and convey an atmosphere of School Counselor is number of students, • community stakeholders, respect and responsive to parents, parents, staff and treating them with dignity encouragement. staff, colleagues, and colleagues. in all situations. all students on his/her • School Counselor attempts caseload. • School Counselor is to create an atmosphere of responsive to all school, School Counselor respect with uneven • district, and community consistently creates results. Students may stakeholders. an atmosphere of hesitate to participate. support and rapport. • School Counselor facilitates an atmosphere of genuine caring and respect for all. Students participate without fear of put-downs or ridicule from either the School Counselor or other students. Possible Examples • During a school meeting, • School Counselor • School Counselor • School Counselor School Counselor openly responds to disparaging advocates for students challenges a student who makes disparaging remarks between students whose developmental makes disparaging remarks about groups of in an inconsistent manner. and social needs are remarks about others’ students and their cultural typically underserved cultural background and School Counselor calls background. • by forming a unified provides education about some students by name. soccer team. diversity and tolerance. School Counselor does • School Counselor agrees not call students by name. • School Counselor School Counselor works to be the faculty sponsor • •

Level of Performance Component Unsatisfactory Basic Proficient Distinguished for a Model United Nations reaches out to the with students in the School Counselor refuses • group, but does not attend family of a student Drama Club, running to work with a Future their meetings. with special needs to lines and helping build Farmers student group, better understand how sets. Students express stating, “The students School Counselor listens • to support the student. respect for the counselor. should aim higher than attentively to a student, but that.” does not reflect back or • School Counselor • School Counselor ask questions to clarify. works with the teaches active listening School Counselor • Academic Quiz Bowl skills to students. consistently interrupts and group, attending talks over students in a School Counselor works practice sessions and • group session in order to with a student after meets. get her point across. school because the • School Counselor student has limited models a variety of access to the counselor active listening skills during the school day. with students and Students, staff and builds positive • parents report that the relationships with School Counselor is them as a result. accessible to them and • School Counselor acts keeps appointments as a mentor to a unless there is a crisis. student. • School Counselor • The School Counselor attends the play of a and students use student on his caseload social courtesies such when he learns the as, “Please, may I family is uninvolved. offer an opinion?” • During a group session, students clap for one another • Student says, “I feel safe here sharing ideas I thought were different.”

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

2b: Establishing a The counseling program The counseling program and The counseling program and The counseling program and Culture for and environment are environment are environment is characterized environment are Learning characterized by little to no characterized by a by a consistent commitment characterized by a high commitment of effort by the inconsistent commitment of of effort and investment of commitment of effort and School Counselor or effort or investment of energy by the School investment of energy by the students. Students show no energy by the School Counselor and students. School Counselor and regard for the importance of Counselor or students. Students show positive students. Students take an the counseling work. Students show little regard regard for the importance of active role in upholding the for the importance of the the counseling work. importance of the counseling School Counselor makes no counseling work. work. attempt to encourage School Counselor interacts students to work hard and The School Counselor with all students to School Counselor’s achieve at their highest encourages some students encourage hard work and interactions with students, level. School Counselor to achieve at a higher level. support learning. School staff, and families support does not offer students School Counselor offers Counselor seeks to ensure attainment of success for all support for college and some students support for that all students are college students and involves these career readiness. college and career and career ready. stakeholders in ensuring all readiness. students are college and career ready. Critical Attributes • School Counselor • School Counselor conveys • School Counselor • School Counselor conveys to some students a neutral position to communicates to students communicates a passion for that counseling work is students regarding their the importance of counseling work to too challenging for them. ability to meet the counseling work, and the students, staff, and families demands of counseling conviction that with hard and a conviction that School Counselor sets no • work. work they will succeed. students can acquire the expectations for skills necessary to be engagement and School Counselor sets School Counselor expects • • successful. participation. limited expectations for all students to engage with engagement and and participate in the The School Counselor sets Students are not • • participation. counseling program. high expectations for encouraged to work hard. engagement in the Some students receive All students receive • • counseling program and encouragement to work encouragement to work communicates this Copyright ©2015 The Danielson Group LLC. All rights Reserved. 18 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished hard from the counselor. hard in order to achieve. importance to all students, staff, and families. • The School Counselor supports students’ initiative in improving the quality of their work. Possible • School Counselor is • School Counselor is aware • School Counselor holds a • School Counselor gathers Examples surprised when a student that a student is struggling study skills session every support teams for individual comes with news at the academically, but is not Wednesday so that students that includes

end of the semester that sure in what areas, or what students can develop teachers, specialists, family he is failing a course, and the best intervention strategies and techniques members, and the student responds by saying, “Well, strategies would be. to support their work. themselves, to proactively you should have worked monitor the student’s School Counselor explains School Counselor creates harder at the beginning of • • progress and determine to a student who does not classroom activities, group the semester.” strategies for increased participate in classes, “If counseling, and individual success. • School Counselor only you just raise your hand sessions focused on meets for academic more, your teachers won’t rigorous academic • School Counselor asks advising with twenty be so hard on you.” programs and recruits students to contribute to a percent of the students in students from underserved top ten list of effective School Counselor her caseload. • socio-economic strategies for meeting the suggests that someone backgrounds to participate. demands of long-term School Counselor says, form a peer mentoring • projects. “This advocacy program group for students in need • School Counselor for the homeless takes of additional academic frequently participates in • School Counselor fosters a valuable time away from support, but does not meetings and study college and career ready my day.” follow up on that sessions held by the culture by helping students suggestion. homelessness advocacy form a number of different School Counselor says, • group. career-interest clubs, “Why don’t you pursue an School Counselor says • insuring that they assess easier career?” that the homelessness School Counselor meets • and address the needs of advocacy program is with the special education the diverse members they important, but only attends staff in order to make Copyright ©2015 The Danielson Group LLC. All rights Reserved. 19 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished meetings by the group adjustments to a student’s attract. when told to do so. schedule. • School Counselor mentors • School Counselor makes • School Counselor holds a homelessness advocacy some minor adjustments in regular departmental student group that the student’s schedule meetings to advocate for researches and applies for because the special student success by grant funding to support the education teacher reviewing individual work of a local community requested it. student concerns and shelter. brainstorming possible School Counselor involves solutions. • a special education student and his family in proactively rearranging the student’s schedule to better meet his learning needs. • School Counselor discusses and defines beliefs about the ability of all students to achieve at a district in-service presentation.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

2c: Managing School Counselor’s routines School Counselor’s routines School Counselor’s School Counselor’s Routines for the counseling center or for the counseling center or routines and procedures routines for the counseling and Procedures classroom work are classroom work are partially for the counseling center center or classroom are nonexistent or disorderly. successful. Procedures for or classroom work are seamless, and students There are no procedures scheduling time with the effective. Procedures for assist in maintaining them. established for scheduling counselor are established, scheduling time with the Procedures for scheduling time with the counselor. No but have been counselor are established, time with the counselor are schedule or use-of-time data communicated to only some communicated to established with input from is available. There is little students. Schedule and/or students, and followed. students and well evidence that students know use-of-time data exist, but Schedule and use-of-time communicated to all or follow established routines. are not used or maintained. data are available, used, stakeholders. Schedule Students are aware of some and fully maintained. and use-of-time data are routines and procedures, Students know and follow detailed and used in a but they are only partially established routines with highly effective manner. effective or are minimal guidance and Routines and procedures inconsistently followed. prompting. are well understood and may be initiated or

improved by students.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

Critical Attributes • School Counselor has not • School Counselor has • School Counselor has • School Counselor has established procedures or inconsistently established established consistent seamlessly established routines. procedures and routines. routines and routines and procedures. procedures. Students take initiative in School Counselor is unable School Counselor is • • the development and to prioritize time-sensitive inconsistent in prioritizing School Counselor • maintenance of tasks. tasks. consistently prioritizes counseling session tasks. • Lack of procedures or • Counseling office has routines and procedures. routines during classroom some procedures and Counseling office has • School Counselor seeks work or a counseling routines related to clear and consistent • feedback from students session result in student counseling activities and procedures and routines and faculty regarding time off task. access to materials and that are organized to task prioritization. resources. facilitate various counseling sessions and • Counseling routines and access to materials and procedures maximize resources. student engagement, opportunities, and time on task. Possible Examples • School Counselor fails to • School Counselor • In small-group work, • School Counselor develop and/ or circulate circulates operational students have communicates

clear operational schedules. schedules only during the established roles; they operational schedules to first half of the school listen to one another, stakeholders through Students ask why they have • year. summarizing different daily, weekly, monthly, been called to the views, etc. and annual schedules counseling office and School Counselor • and calendars shared express concern that they organizes some School Counselor • through a variety of are missing an important classroom guidance maintains a calendar so media. test. sessions, but changes the students miss little class schedule or sometimes time. The schedule is • A student reminds a fails to show up. flexible enough to allow classmate that it is his for crisis counseling. turn to research then Students ask what they • present information about are to do when materials • School Counselor Copyright ©2015 The Danielson Group LLC. All rights Reserved. 22 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished are being distributed or organizes and one of the local collected. communicates the community college’s schedule for classroom programs. guidance to students as Students independently well as teachers. • check themselves into the counseling center.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

2d: Managing School Counselor has School Counselor’s School Counselor has School Counselor has established Student Behavior established no efforts to establish established clear standards clear standards of conduct for standards of conduct for standards of conduct for of conduct for counseling counseling and classroom students during counseling sessions or sessions or classroom. sessions and students contribute counseling or classroom classroom are partially Student behavior in to maintaining them. Students sessions. No assistance effective. School counseling sessions is take an active role in monitoring with student behavior is Counselor inconsistently generally appropriate. their own behavior and/or that of offered to staff or attempts to monitor School Counselor makes other students against standards families. student behavior and significant effort to offer of conduct. School Counselor sometimes offers assistance to staff or takes a leadership role in behavioral assistance to families with student providing assistance with student staff or families. behavior. behavior and shares ideas with staff and/or families.

Critical Attributes • Counseling sessions • Standards have been • Standards of conduct • School Counselor’s monitoring are chaotic, with no established but are not have been established of student behavior is subtle and standards of conduct consistently applied or and are monitored by the preventative. Students actively evident. monitored by the School Counselor. monitor their own behavior. School Counselor. • School Counselor • School Counselor • Students are involved in the disregards students' • School Counselor maintains order with development of appropriate violation of rules. maintains order with overall success. behavioral guidelines for uneven success. counseling sessions and actively Some students disrupt School counselor • • contribute to maintaining order the counseling Response to student consistently and • by addressing peer behavior session, without misbehavior is appropriately responds to based upon established apparent School inconsistent during the student misbehavior behavioral guidelines. Counselor awareness counseling and/or during the counseling and or with an ineffective classroom guidance classroom guidance • School Counselor models and response. sessions. sessions. promotes student ownership of behavior.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

Possible Examples • Students are talking • The School Counselor • Students respond to • The School Counselor among themselves, addresses the School Counselor request effectively uses nonverbal rather than attending misbehavior in a group for participation during communication to quiet a to the counseling of girls, but ignores classroom presentations. classroom during a presentation. agenda; the School similar behavior in a School Counselor School Counselor effectively de- Counselor does not group of boys. • • recommends use of escalates the behavior of a attempt to redirect Neither the School positive behavior support student who is acting out them. • Counselor nor students strategies with a student physically by using calming • Students are running refer to posted who exhibits behavioral words and an even tone of around the room, classroom rules when difficulties, and the School voice. resulting in a chaotic they are violated. Counselor monitors the School Counselor works with a environment. student’s response. • student to practice self- • Students use their monitoring strategies. phones during a Student points out a rule about meeting and the • active listening to a distracted School Counselor student. ignores them.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

2e: Organizing School Counselor’s physical School Counselor’s attempts The School Counseling The School Counseling center Physical Space environment is in disarray, to create an inviting and center or classroom and classroom arrangements unsafe, or is inappropriate well-organized physical arrangements are are flexibly arranged to for the planned activities. environment are partially inviting and conducive support a range of individual Physical barriers make the successful. Accommodations to the planned activities. and group counseling counseling area are made for some students’ All areas of the activities. Students have inaccessible to students special needs. counseling center are contributed ideas to the with special needs. accessible to students organization of physical space. with special needs. Arrangements provide individualized accommodations for students with special needs. Critical Attributes • School Counselor does • School Counselor makes • School Counselor • School Counselor enlists the not consider or is unaware some attempt to arrange makes a concerted input of students on how to of the need to arrange the the environment and make effort to make the make the counseling counseling space. There the counseling office counseling environment inviting and are physical hazards in inviting. environment inviting welcoming. the counseling center. and accessible for School Counselor makes School Counselor solicits • students. • • There is no attempt to some attempt at arranging and implements innovative arrange the counseling the counseling center to • School Counselor ideas from students, parents, center to meet the needs accommodate students successfully arranges and experts on of students with physical with physical disabilities. the counseling center environmental or sensory disabilities. to accommodate accommodations to make School Counselor helps • groups with special the counseling center safe, School Counselor does teachers design ways to • needs. comfortable, and inviting for not help teachers design enhance their environment students with special needs. ways to enhance their for student safety and • School Counselor environment for student learning only when asked. volunteers to help • Students take the initiative to safety and learning even teachers design ways adjust the environment when asked. to enhance their based on planned activities. Copyright ©2015 The Danielson Group LLC. All rights Reserved. 26 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished environment for School Counselor serves as student safety and • a district-wide resource for learning. space arrangement and accommodation issues. Possible Examples • Students say they do not • School Counselor offers a • School Counselor has • School Counselor has want to share concerns in suggestion to a classroom posted guidelines for meetings with students the center because. “It is teacher regarding physical how students can representing various a fishbowl and everyone space, but the ideas are access the computer demographics to solicit ideas can hear what you are neither evidence-based nor station in the on how to make the saying and see you when effective. counseling center. counseling environment you are upset.” inviting and welcoming. • Books and other resources • Comfortable chairs • Books and resources are are neatly shelved, but are arranged in a • Students take initiative and piled in disarray around some are placed too high semicircle to support arrange chairs side by side the counseling center. for students to reach. the social skills group. for a peer mediation session. • School Counselor can • The School Counselor • School Counselor • School Counselor provides a offer no suggestions to a places sound machines in suggests to classroom district-wide in-service classroom teacher who the waiting area outside of teachers that they presentation on how to inquires about reducing the office, but often forgets place seating mats organize physical space to environmental distractions to turn them on. facing away from a enhance the learning for a student who is often hallway door in order environment and promote off task. to reducing student safety and a sense environmental of belonging. distractions.

Domain 3 for School Counselors: Delivery of Services

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

3a: Communicating School Counselor rarely School Counselor School Counselor regularly School Counselor’s oral with Students communicates with attempts to communicate communicates with students. and written communications students. Communications with students. Spoken School Counselor’s oral and with students are ongoing, contains major errors and written written communications are clear, precise, and and/or are unclear. The communications contain clear and accurate. School expressive. Misconceptions Counselor’s vocabulary is some errors or are Counselor’s use of academic are anticipated by the inappropriate, vague, or partially clear, requiring and counseling vocabulary is School Counselor and used incorrectly, leaving clarification. School precise and serves to extend prevented through use of students confused. Counselor’s spoken understanding. School well-honed communication Communication is strictly communication may be Counselor makes regular skills. School Counselor one-way from School correct, but vocabulary is efforts at two-way takes the opportunity to Counselor to students. not fully appropriate for communication with students. extend students’ knowledge students. School of concepts and Counselor does not take vocabulary. Students use opportunities to explain correct vocabulary. School academic or counseling Counselor frequently uses vocabulary. School multiple means of soliciting Counselor makes minimal input from, and efforts at two-way communicating with, communication with students. students.

Critical Attributes • School Counselor does • School Counselor • School Counselor • School Counselor has not share information, or shares limited consistently shares consistent and accurate makes serious errors that information or provides accurate information with collaborative will affect student only partially accurate students. communication with understanding. information to students. students. • School Counselor clearly • Students indicate, through • School Counselor states the purpose of the • Students contribute to

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

body language or provides little session, as well as session defining the purpose of questions, that they do explanation about the goals. the session; if asked, not understand the purpose of the session. students are able to School Counselor regularly purpose or content of the • explain the purpose of the • School Counselor seeks seeks input from students, session provided by the session. input from students, but and effectively acts on such School Counselor is inconsistent or input. • School Counselor’s • School Counselor does sporadic in gathering or extensive gathering of not seek input from acting on such input. input from students is students. skillfully applied to make program improvements.

Possible Examples • The student says, “My • The student says, “My • Before engaging in a • School Counselor sets up counselor has not gotten counselor did not keep guided group discussion on a meeting with a student back to me about the two appointments with human sexuality, the with special needs saying, college application me, and didn’t let me School Counselor “Let’s talk about your process.” know ahead of time.” describes what topics will upcoming IEP meeting be covered. and see if we can look at The student says that the School Counselor says, • • your progress and set School Counselor gave “I offered to help a School Counselor • some new goals.” him the wrong date for the student with smoking discusses with a student SAT test. cessation, but they were the conditions under which • School Counselor asks uncooperative.” sensitive information would students, “List the top two need to be shared with things you would like to crisis intervention services. learn from our intergenerational service project.”

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

3b: Using School Counselor has few School Counselor displays School Counselor uses a School Counselor uses an Appropriate counseling techniques to a narrow range of range of counseling extensive range of Counseling help students acquire skills counseling techniques to techniques to help counseling techniques to help Techniques in decision-making and help students acquire skills students acquire skills in students acquire skills in problem solving for both in decision-making and decision-making and decision-making and problem interactions with other problem solving for both problem solving for both solving for both interactions students and for future interactions with other interactions with other with other students and for planning. students and for future students and for future future planning. planning. planning.

Critical Attributes • School Counselor does • School Counselor • School Counselor • School Counselor mentors not attempt to assist attempts to assist assists students in students as they use students in decision- students in decision- decision-making, goal available data to make making, goal setting, or making, goal setting, or setting, or problem decisions, set goals, or problem solving. problem solving. solving. solve problems. • School Counselor makes • School Counselor’s use • Questioning and • Questioning and discussion poor use of questioning of questioning and discussion techniques techniques provide techniques, using low discussion techniques is are employed effectively, opportunities for students to level or inappropriate adequate. encouraging students to use higher order thinking questions. comfortably disclose skills. School Counselor’s • information after having School Counselor’s questions invite students School Counselor builds on • established • questions do not invite to respond, but most do and uses student confidentiality guidelines student response. not. responses to deepen for discussions. student understanding and • School Counselor uses skill building. Students open-ended questions, initiate, maintain, and inviting students to think extend discussions during and/or offer multiple the session.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

possible answers.

Possible Examples • Student says, “I don’t • School Counselor • School Counselor has • School Counselor holds an want to talk to the School conducts group sessions students work in pairs to individual goal setting Counselor. She never on coping with stress generate strategies that session with a student, as a helps me.” and anger, but only people their age use for precursor to the student’s invites students with dealing with anger, then participation in her own School Counselor mainly • significant behavioral debrief with the group IEP. asks yes-no questions of issues to the group, about which strategies students. A student independently limiting the possibility for are healthy/helpful vs. • decides to keep an “anger School Counselor models of appropriate unhealthy/harmful. • journal” to track triggers, generally spends five behavior and problem School Counselor holds levels, and responses after hours of his day working solving. • small group and attending a seminar with on paperwork in an office. • School Counselor allows individual sessions to the School Counselor. discussions about topics assist students with unrelated to those personal goal setting. previously identified to dominate their small group time together.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

3c: Engaging School Counselor does not School Counselor attempts School Counselor assists School Counselor supports Students in the assist students in to assist some students in the students in formulating students as they formulate Formulation of formulating personalized formulating personalized clear, purposeful, and personal academic, social/ Current and plans. plans, but efforts are personalized plans. emotional, and career Future Plans inconsistent. plans. The process has a clearly defined structure and provides students with the time needed to engage with and reflect on their planning.

Critical Attributes • School Counselor does • School Counselor • School Counselor • School Counselor not assist students in attempts to help students provides clear strategies enables student developing appropriate develop the skills needed that assist students in exploration of multiple skills needed for for formulating developing successful strategies that will assist formulating personalized personalized plans. skills for formulating them in developing solid, plans. personalized plans, goal lifetime skills for setting, and decision formulating personalized making. plans.

Possible Examples • The student says, “I really • The student says, “My • The student says, “Since I • The student says, “My have no idea what my counselor just gives me a want to be a sign counselor showed me course of study is list of courses to sign up language interpreter, my how I can use the new supposed to be next year. for. We don’t discuss any counselor is helping me computer system to My counselor can’t find of it.” explore whether a sign search for colleges in this time to meet with me.” language class at the state that offer pre med School Counselor meets • community college might programs.” Students do not have with a few students to • be available to me next individual plans that help them create • The student says, “I went Copyright ©2015 The Danielson Group LLC. All rights Reserved. 32 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

address their future individual plans that fall.” to the school’s website interests. address their future and found which courses School Counselor holds a interests. • are required for series of small group graduation.” seminars to help students create individual plans • School Counselor meets that address their future with individual students interests. and coaches them in strategies for designing individual plans that best address their future interests.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

3d: Assessing School Counselor neither School Counselor School Counselor School Counselor Student Needs assesses the progress inconsistently assesses consistently assesses the consistently assesses students are making in progress students are progress students are students’ progress in programs nor consults with making in programs or making in programs and programs, using multiple team members to address limits consultation with consults with team measures and regularly students’ needs. Feedback team members to address members to discuss consults with students, is absent or of poor quality. students’ needs. Feedback students’ needs. Feedback parents, and team Students do not engage in to students is general, and to students is accurate and members to discuss self-assessment. few students assess their specific; students frequently students’ needs. A variety own work. School engage in self-assessment. of forms and methods are School Counselor does not Counselor sometimes uses School Counselor uses used to provide accurate use assessment to assessments to determine assessment to determine and specific feedback. determine services that will services that will address appropriate school-wide Students self-assess and address students’ needs students’ needs. services to address the monitor their progress, and needs of the student use the data to identify population. appropriate improvement strategies. School Counselor successfully assesses individual students’ needs and differentiates services to address them.

Critical Attributes • School Counselor makes • School Counselor • School Counselor elicits • Students demonstrate a no effort to determine attempts to determine clear evidence of student solid understanding of students’ understanding student understanding of understanding of assessment results and of assessment results. assessment results. assessment results. the ability to identify their own needs based on the School Counselor has no School Counselor makes School Counselor • • • data.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

plan to engage students only minimal attempts to frequently invites students Students assess their in self-assessment. engage students in self- to engage in self- • own needs/progress assessment. assessment, and provides School Counselor uses using assessment criteria • appropriate strategies for inappropriate assessment School Counselor they have helped • doing so. techniques for the student attempts to use establish. or setting. appropriate assessment School Counselor uses • School Counselor skillfully techniques for the general assessment techniques • School Counselor determines and uses • student population. that are differentiated for provides feedback that is assessment techniques specific student inaccurate, non-specific School Counselor that are differentiated for • population groups. and/or lacks timeliness. provides feedback that is individual students. timely, but is not specific School Counselor School Counselor ignores • School Counselor and • or consistent. provides feedback that is • or does not know how to students discuss high specific, timely, and interpret student School Counselor quality feedback that is • consistent. assessment data. displays limited ability to proactive, pertinent and interpret student • School Counselor focused on improvement. assessment data. accurately interprets School Counselor student assessment data • partners with individual and makes program students to interpret decisions or recommends assessment data, and courses of action based discusses program on the data. direction and individual action plans with them based on the data.

Possible Examples • School Counselor takes • School Counselor gives • School Counselor meets • School Counselor assists assessment results and the student the raw score with a group of students students in establishing a files them without of a workplace readiness who are struggling with homework self-study reviewing them or sharing assessment, but does not English II and analyzes group that meets weekly them with students. interpret results or make test errors with them. in the conference room.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

plans for improvement A student says, “How do I School Counselor shows School Counselor • with the student. • • know if I am doing well?” benchmarking data to a analyzes available course • School Counselor tells a student with special of study data compared to student that she should needs. Based on the college admissions rates try harder, but does not data, the counselor sets to recommend successful analyze areas in need of up after-school assistance strategies to students who additional support and in the target subject. want to enter pre-med study. programs. • Students access their own progress reports, then sign up for online help with their teachers.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

3e: Implementing School Counselor does not School Counselor makes School Counselor holds School Counselor holds Responsive provide counseling an attempt to meet with individual and/or small individual and/or small Services sessions for individual some individual students group counseling sessions group counseling sessions, students and/or small and/or small groups in to assist students with that help students identify groups to help them response to emergent academic, career, and problems, causes, overcome issues that arise. student needs and personal/social issues in alternatives, and possible concerns. Sessions are not response to emergent consequences. Students goal-focused and offer only student needs and make thoughtful decisions moderate assistance. concerns. and take appropriate actions in response to emergent needs and concerns.

Critical Attributes • School Counselor does • School Counselor • School Counselor • School Counselor’s not provide responsive inconsistently provides recognizes change in anticipates adjustments to services to address responsive services to students’ needs and services based on deep students’ needs. address students’ needs. provides responsive knowledge of students services to meet the and current social and School Counselor does School Counselor • • current, identified needs. environmental events and not adjust priority of tasks attempts to adjust conditions. with student or school priorities to address • School Counselor goals in mind. student needs. routinely adjusts priorities • School Counselor uses to meet the needs of various data sources and School Counselor is School Counselor is • • students. input from stakeholders to unable adjust a session partially successful in anticipate the needs of when students are adjusting a session when School Counselor • students, and adjusts confused or students are confused or routinely makes priorities accordingly. unresponsive. unresponsive. adjustments to a session as needed. • School Counselor seizes a teachable moment to enhance a session.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

Possible Examples • School Counselor tells a • School Counselor tells a • School Counselor asks a • School Counselor meets student, “I know you are student whom she knows colleague to cover her with a student with a upset, but I don’t have is upset, “I don’t have an office for an hour so that physical disability and time in my schedule to opening in my schedule she can accompany a shares a variety of see you today.” until tomorrow afternoon. student to the crisis community resources Please come back and center. related to driver’s ed School Counselor tells a • see me then and we will training with modified student that he can’t School Counselor reviews problem-solve the issue.” • vehicles. come running to the possible strategies to deal counseling office for every with a student pregnancy • School Counselor helps a little thing and to sort and decides to cancel a student to complete a issues out himself. scheduled peer mediation shared assessment of risk session in favor of a one- when the student on-one session with the discloses thoughts of student. harming herself. School Counselor brings in parents and sets up an immediate appointment with the crisis center of the local hospital.

Domain 4 for School Counselors: Professional Responsibilities

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

4a: Reflecting on School Counselor’s School Counselor’s reflection School Counselor’s School Counselor’s Practice reflection on practice is on practice is sometimes reflection on practice is reflection on practice is inaccurate and not based accurate and objective, but accurate and objective, thoughtful and accurate, on evidence-based not based on evidence-based based on evidence-based citing specific examples of standards. School standards. Reflection includes standards, and cites both practices and the reasons for Counselor has no some general suggestions for positive and negative their degree of success. suggestions for how how counseling services characteristics. School School Counselor draws on counseling services could might be improved. Counselor makes specific an extensive body of be improved. suggestions for improving evidence-based practices to practice based on the ASCA suggest alternative practice Model. strategies according to the ASCA Model. Critical Attributes • School Counselor does • School Counselor uses • School Counselor uses • School Counselor uses not use ASCA Model of ASCA Model of the ASCA Model of program assessment data; Competencies or data to Competencies but does not Competencies and data to input from school officials, reflect on counseling gather data to reflect on guide decision-making Advisory Council, and practices. counseling practices. and to standardize and students; and the ASCA reflect on counseling Model of Competencies to School Counselor School Counselor suggests • • practice. guide decision-making and makes no suggestions general modifications for reflect on counseling for professional professional improvement. School Counselor draws • practice. improvement. upon appropriate School Counselor is aware • resources to suggest School Counselor uses School Counselor is not of the ASCA School • • alternative strategies to extensive resources to aware of the ASCA Counseling Program refine professional identify areas for School Counseling Assessment but does not performance. improvement and Program Assessment use it as a guide to create professional growth and does not create the the ASCA School Counselor School Counselor uses • opportunities. ASCA School Counselor Annual Agreement. the ASCA School Annual Agreement. Counseling Program • School Counselor uses Assessment as a guide to deep and nuanced Copyright ©2015 The Danielson Group LLC. All rights Reserved. 39 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished create and revise the understanding of the ASCA ASCA School Counselor Model of Competencies Annual Agreement. and the School Counseling Program Assessment to make a subtle but impactful supplement to the ASCA School Counselor Annual Agreement. Possible Examples • The counselor says, “I • Without evidence, the • School Counselor says, “I • School Counselor says, have identified students’ School Counselor says, “I use the ASCA Model of “Evidence tells me these needs and helped hope I am meeting the Competencies and the strategies are working with many,” but is unable to needs of most students.” School Counseling the majority of the students provide data to support Program Assessment most of the time. I am School Counselor says, “I the statement. • when determining if the exploring additional suppose I could ask a needs of students are resources to address the School Counselor says, colleague about some • being met.” needs of student outliers.” “Few students come to strategies to use.” seek me out, and when The School Counselor School Counselor shows School Counselor says, “Are • • they do, I am not sure • uses the ASCA Model to data collected from all there professional practice what they want.” study School Counselor students and stakeholders; and ethical standards competencies and he works with stakeholders School Counselor says, available?” • determine areas for to interpret the data and “I don’t need standards; I improvement. make improvements in the know what ethical ASCA School Counselor means.” The School Counselor • Annual Agreement and decides on a course of Action Plan. action based on the ASCA Ethical Standards for School Counselors.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

4b: Maintaining School Counselor’s reports, School Counselor’s reports, School Counselor’s reports, School Counselor’s practices Accurate records, and documentation records, and documentation records, and documentation related to record keeping are Records and are missing, late, or are uneven and occasionally are accurate and are highly systematic and Using inaccurate, resulting in late. School Counselor has a submitted in a timely efficient. Maintenance and Appropriate confusion. School rudimentary understanding of manner. School Counselor’s safekeeping practices serve Data to Guide Counselor does not the safekeeping and practices related to as a model for colleagues in Practice understand the importance maintenance of student safekeeping and other schools. School of safekeeping and information. School maintenance of student Counselor engages parents maintenance of student Counselor makes scant use records are consistent with and students in using student records. School Counselor of student data to guide district and national data to guide decision- does not use student data decision-making. standards. School making. Students contribute to guide decision-making. Counselor uses student information to their portfolios. data to guide decision- making. Critical Attributes • School Counselor has no • School Counselor has a • School Counselor’s • School Counselor system for record process for recording process for record keeping collaborates with keeping. Records are in information; however it is is efficient and effective. colleagues regarding best disarray and provide out of date, incomplete, or practice for record-keeping School Counselor incorrect or confusing inaccurate. • and shares systems and consistently maintains and information. processes. • School Counselor submits records/reports in • School Counselor does inconsistently maintains a timely manner. • School Counselor not maintain and submit and submits consistently makes School Counselor has a records/reports in a timely records/reports. • records/reports available to clear understanding of manner when requested. stakeholders to support School Counselor has how to use data to guide • self-advocacy and future School Counselor does limited knowledge of how to students. • planning. not know how to use data use data to guide students. to guide students. • School Counselor engages and educates appropriate stakeholders on how to best use data to guide students. Copyright ©2015 The Danielson Group LLC. All rights Reserved. 41 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

Possible • School Counselor does • School Counselor says, “I • School Counselor keeps a • School Counselor consults Examples not keep a daily journal. have met with several confidential daily journal her confidential daily students, but was able to that contains a record of journal to aid in making School Counselor says, “I • take notes on only half of meetings. decisions with students. did not keep a record of the meetings.” the students’ classes, but • The student says, “I used • When a student is asked I can remember.” • The student says, “I don’t the guidelines that you about how she will register know what classes to gave me, logged on to the for courses, she quickly School Counselor says, • register for because the website, and found which demonstrates and explains “Several students were requirements are not in my courses are required.” the updated website for her scheduled to stop by, but e-file.” parents. I didn’t write down the • School Counselor reviews times or what they • School Counselor data with a student prior to • School Counselor analyzes needed.” inconsistently reviews guiding the student in data from a confidential student data prior to setting goals. student survey about School Counselor says, “I • counseling sessions. bullying to support the don’t have time to look at proposal for a new program student data and don’t addressing the issue. know why I should; I’m a counselor!” • School Counselor refers to testing, conduct, and report card data on each of her students when designing intervention strategies.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

4c: Communicating School Counselor provides School Counselor School Counselor provides School Counselor is with Families, little, if any, information to provides limited though thorough and accurate proactive in providing Staff, and families, staff or community accurate information to information to families, staff information to families about Community about the counseling families, staff or or the community about the the counseling program and program as a whole or about community about the counseling program as a about individual students individual students. School counseling program as a whole and about individual through a variety of means. Counselor does not publicize whole and about individual students. School Counselor School Counselor makes vision and mission statement students. School successfully communicates certain that community, staff, of the program. School Counselor shares vision the vision and mission parents, and students are Counselor does not attempt and mission statement of statement of the program. aware of and contribute to to engage families in the the program if asked. School Counselor frequently the vision and missions programs offered by the School Counselor engages families in the statement of the program. counseling department. attempts to engage programs offered by the School Counselor engages families in the programs counseling department. families in using and Communications with staff offered by the counseling contributing to the resources and families violate School Counselor department. of the counseling confidentiality guidelines. consistently follows department. Some communications School Counselor is confidentiality guidelines. contain socially or culturally somewhat familiar with Communications are School Counselor inappropriate or offensive confidentiality guidelines. conveyed in a culturally consistently maintains and references. Communication may not sensitive manner. models confidentiality for all be socially or culturally while appropriately sensitive. communicating student needs with family, staff and community. School Counselor responds to concerns with social and cultural sensitivity. Critical Attributes • School Counselor provides • School Counselor • School Counselor regularly • School Counselor is limited or inaccurate infrequently provides makes information about innovative in finding

Level of Performance Component Unsatisfactory Basic Proficient Distinguished information regarding the information about the the program available and multiple means to provide counseling program to counseling program to uses more than one means information to stakeholders. stakeholders; parents to disseminate information. stakeholders. are randomly informed. • School Counselor does not • School Counselor seeks • School Counselor is a seek input from • School Counselor seeks input from all stakeholders, leader in facilitating a stakeholders regarding the input only from district including community communication network of most effective means of stakeholders regarding organizations, regarding district and diverse communicating. the most effective means the most effective means community organizations of communicating. of communication. and seeks input from School Counselor does not • stakeholders regarding the comply with school/district School Counselor School Counselor complies • • most effective means of procedures for complies with with all school/district communicating. communicating with school/district procedures for families. procedures for communicating with • School Counselor complies communicating with families and successfully with all school/district School Counselor doesn’t • families but efforts are engages them at the procedures and initiates know who should have inconsistent. appropriate times. additional interactions, access to information or encouraging collaboration what can be disseminated. School Counselor has School Counselor is aware • • with all stakeholders. limited knowledge of of what information is School Counselor does not School Counselor provides • who should have access confidential; timing, know about the ASCA appropriate information at to information, or does content, and audience for National Model, that appropriate times. not communicate helpful sharing information is includes the program’s confidential information always appropriate. School Counselor serves mission and vision. • to those with whom it as the district consultant for School Counselor directs would be appropriate. • the appropriate stakeholders to the ASCA dissemination of records School Counselor knows National Model and • and educates all how to access the ASCA communicates its mission stakeholders about Model website, but does and vision. confidentiality policies. not communicate the program’s mission and • School Counselor engages vision with stakeholders. stakeholders, particularly the Advisory Council, in Copyright ©2015 The Danielson Group LLC. All rights Reserved. 44 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished conversations about the mission and vision of the ASCA National Model, focusing on plans for the future of the program. Possible Examples • School Counselor does not • School Counselor • School Counselor regularly • School Counselor works respond to requests to periodically shares a submits articles to the with the district to survey provide information to the schedule of office hours school/district website and parents and students to school/district newsletters. in a newsletter. Changes community newspapers determine their available to hours or procedures about the local counseling and preferred modes of Registration booklets are • are not updated. program. communication and not up to date for parents provides communication and the School Counselor Parent says, “I wish I Student says, “I was • • formats based on the refuses to post information could find out more struggling with some survey data. online. about the counseling friends and found program and registration information about how to Parent says, “I do not have The School Counselor • • online, but there is little contact our school access to the internet, but does not know that information posted.” counselor on the district my child brings home hard financial information is website.” copies of newsletters so I confidential and posts a list School Counselor says, • know what is going on with of student financial “I am not always sure School Counselor says, • the counseling services at waivers. what information can be “This information is her school.” shared and don’t have confidential and only The School Counselor • time to research it.” available to the custodial School Counselor meets says, “Why would the • parents.” with translators to inform counseling program need School Counselor says, • them of confidentiality a vision and mission “I am not aware of a School Counselor • guidelines. statement?” National Model; we have coordinates with local vision and mission colleagues to communicate School Counselor School Counselor says • • statements.” to stakeholders the schedules a time at the she only sends information changes to the counseling staff meeting and provides to parents via email and if program’s mission and detailed information about families don’t have email at vision statements after the rules of confidentiality. home they can go to the Copyright ©2015 The Danielson Group LLC. All rights Reserved. 45 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished library. aligning them with ASCA School Counselor assists National Model. • • A parent says, “I had no other schools/districts to idea students were doing • School Counselor ensures understand the local and course selection this that a sign language ASCA mission and vision week.” interpreter is present at statements and how to meetings with parents who communicate their are deaf or hard of hearing. meaning to stakeholders.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

4d: Participating School Counselor’s School Counselor interacts School Counselor’s School Counselor interactions in the interactions with other with other counselors and/or interactions with other are characterized by mutual Professional counselors and/or other colleagues to fulfill required counselors and colleagues support and collaboration, with Community colleagues in the duties. The School are characterized by mutual the School Counselor taking school/district are negative. Counselor participates in support and collaboration. initiative in assuming The counselor avoids school events, district The counselor volunteers to leadership among other becoming involved in projects, and professional participate in school events counselors and colleagues. school or district events or learning communities when and school/district projects, The School Counselor projects. School Counselor specifically asked or invited. making a substantial volunteers to participate in does not participate in a contribution. The School school/district events and professional learning Counselor actively projects, making a substantial community. participates in a professional contribution and assuming a learning community. leadership role in at least one aspect of school/district life. The School Counselor takes a leadership role in promoting a professional learning community.

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

Critical Attributes • School Counselor’s • School Counselor engages • School Counselor has • School Counselor initiates interactions with other in interactions with supportive, collaborative and models collaborative counselors and colleagues to fulfill and professional interactions with other colleagues are department mandates, but interactions with other counselors, colleagues and characterized by does not initiate counselors and organizations. negativity or collaborative, professional colleagues. School Counselor combativeness. conversations. • • School Counselor contributes to and leads • School Counselor • When asked, the School frequently volunteers to significant school/district and purposefully avoids Counselor participates in participate in school events community projects. involvement in school events and and projects. School Counselor takes a school/district events and projects. • School Counselor regularly leadership role in promoting projects. • • When invited, the School participates in activities activities related to • School Counselor avoids Counselor participates in related to professional professional learning contributing to activities activities related to learning communities. communities. promoting professional professional learning learning communities. communities. Possible • School Counselor • School Counselor • School Counselor • School Counselor mentors Examples doesn’t share positive reluctantly shares frequently volunteers to other counselors and behavioral intervention strategies with other share strategies with other colleagues as they work with strategies with other counselors and counselors and students to implement new school counselors and colleagues. colleagues. strategies. Mentees highly colleagues. value the School School Counselor attends School Counselor • • Counselor’s guidance. • School Counselor does school/district meetings volunteers to share not attend school/district when reminded by program information at a • School Counselor creates a meetings. supervisor. school meeting. webinar to share program information with parents who School Counselor does The principal says, “I wish I School Counselor • • • could not attend a meeting. not serve on any didn’t have to ask the volunteers to chaperone committees because he counselor to ‘volunteer’ the middle school • School Counselor says his workday is from every time we need Valentine’s Day dance. coordinates the Awards Day 8:30 to 3:30. someone to chaperone a at the high school, working Copyright ©2015 The Danielson Group LLC. All rights Reserved. 47 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished dance.” with the community to School Counselor is on School Counselor • • secure scholarships. the professional learning • School Counselor attends volunteers to have the committee agenda to the one professional professional learning • School Counselor present program learning committee committee meetings in the collaborates with colleagues information and does not meeting in which s/he counselor’s office at a time to create meaningful, attend the meeting. presents program when there are no student student-focused agendas for information. drop-ins. the professional learning community. • School Counselor leads the group of veteran mentor counselors that is devoted to supporting peers during their first years of school counseling. • School Counselor asks a teacher who is having difficulty with group dynamics in the classroom, “Would you like me to come in and hold a classroom meeting so you can observe some group management techniques?”

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

4e: Growing and School Counselor does not School Counselor School Counselor seeks out School Counselor actively Developing participate in individual participates in limited opportunities for individual pursues individual and/or Professionally and/or collaborative individual and/or and/or collaborative collaborative professional professional development collaborative professional professional development development opportunities activities even when such development activities. based on an individual based on individual or activities are clearly needed School Counselor engages in assessment of need. School departmental assessment of for the development of limited professional Counselor actively engages need, and makes a counseling skills. School conversations with with colleagues and substantial contribution to the Counselor actively avoids colleagues and supervisors. supervisors in professional profession. School Counselor professional conversations School Counselor rarely conversations about takes a leadership role in with colleagues and assists other counselors or practice, including feedback organizing opportunities for supervisors. School contributes to the profession. about practice. School professional conversation, Counselor does not Counselor frequently including feedback about contribute to the collective contributes to the collective practice. School Counselor knowledge of colleagues or knowledge of colleagues. initiates important research or the profession. activities that contribute to the profession. Critical Attributes • School Counselor is not • School Counselor • School Counselor • School Counselor provides involved in any activity participates in professional participates in individual professional development that might enhance development activities professional development activities in the district to his/her knowledge or when required by district or to enhance knowledge create opportunities for skills. for recertification. and skills beyond district counselors and/or and recertification colleagues to collaboratively School Counselor School Counselor • • requirements. enhance knowledge and purposefully resists reluctantly accepts skills. discussing performance feedback from supervisors • School Counselor with supervisors or and colleagues. welcomes colleague and • School Counselor actively colleagues. supervisor input in order seeks feedback from School Counselor • to gain insight into supervisors and colleagues School Counselor does participates in • improving practice. on a regular basis. not participate in school/district professional school/district development activities • School Counselor • School Counselor works professional development when specifically assigned, participates actively in a with school/district Copyright ©2015 The Danielson Group LLC. All rights Reserved. 49 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished activities and makes no providing limited variety of required and professional development effort to share knowledge. opportunities for sharing optional school/district leaders to assess knowledge. professional development professional development School Counselor does • activities and shares needs, and finds or creates not know the ASCA School Counselor is aware • knowledge with activities that promote Competencies. of the ASCA Competencies colleagues. knowledge sharing that will but does not make the have a positive impact on connection to professional School Counselor uses • students. growth. the ASCA Competencies to guide professional • School Counselor works growth. with other School Counselors to create understanding of the ASCA Competencies and uses the competencies to guide professional growth. Possible • School Counselor says, “I • School Counselor attends • School Counselor says, “I • School Counselor seeks out Examples don’t need to attend any only the required would benefit from more and attends professional professional professional development professional development development specific to development; I earned my for all counselors in the offered about the cultural individual students’ needs. degree.” district and doesn’t make diversity of students. School Counselor sends a much use of the materials • School Counselor refuses School Counselor thanks survey to parents, students, • received. • to attend the post- a colleague for feedback and staff to gather feedback observation conference • School Counselor attends given after a classroom for individual professional and receive feedback. the post-observation counseling session. development. conference but has few School Counselor says, School Counselor serves School Counselor takes a • comments or does limited • • “Local professional on the school/district leadership role in planning, follow-up on feedback. development does not professional development scheduling, advertising, and apply to me,” and does • School Counselor says, “I committee. leading a district-wide not attend. know there are published “Toolkit for Writing IEPs” School Counselor competencies, but I am so • training event. • School Counselor says, “I identifies an area for Copyright ©2015 The Danielson Group LLC. All rights Reserved. 50 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished don’t know about busy it is hard for me to find growth after an ASCA School Counselor competencies; I am on time to become more Competencies-based • establishes an ASCA my own.” familiar with them.” assessment, and creates Competencies study group an action plan to address School Counselor says, “I School Counselor says, “I for counselors to explore • • the growth goal. am too busy to talk with have office hours and will how to implement them with colleagues because I am confer with colleagues • School Counselor says, “I fidelity. responsible for all (too then.” know you need additional many) students.” support. I can be there.”

Level of Performance Component Unsatisfactory Basic Proficient Distinguished

4f: Showing School Counselor displays School Counselor is honest School Counselor displays School Counselor models the Professionalism dishonesty or in interactions and high standards of honesty, highest standards of honesty, unprofessional behavior in appropriate in professional integrity, and professional integrity, and professional interactions with actions with colleagues, behaviors in interactions behavior in interactions with colleagues, students, students, families and the with colleagues, students, other colleagues, students, families and the community. School families and the community. families and community community. School Counselor inconsistently School Counselor members. School Counselor Counselor does not advocates for families’ or consistently advocates for provides leadership to advocate for families or for students’ social, behavioral families’ or students’ social, colleagues in advocating for the students’ social, or academic needs. School behavioral or academic families’ or students’ social, behavioral or academic Counselor requires needs. School Counselor behavioral or academic needs. School Counselor prompting to comply with fully complies with school, needs. School Counselor does not comply with school, district, and district, and professional takes on a leadership role school, district, and professional regulations. regulations. regarding implementation of professional regulations school, district, and even when directed. professional regulations. Critical Attributes • School Counselor • School Counselor • School Counselor is • School Counselor provides demonstrates lack of demonstrates honesty honest and is known for opportunities for other honesty and integrity and general compliance having high standards of counselors and staff to according to the ASCA with the ASCA Ethical integrity according to the engage in professional Ethical Standards. Standards. ASCA Ethical Standards. conversations to ensure shared understanding of School Counselor does School Counselor is School Counselor seeks • • • honesty and integrity not exhibit willingness or willing to collaborate opportunities to participate according to the ASCA ability to work occasionally with other in ongoing collaboration Ethical Standards. collaboratively with other professionals. with other professionals. professionals. School Counselor exhibits School Counselor notices School Counselor actively • • • skill and leadership in School Counselor does needs of students and and consistently • professional collaboration. not notice or advocate families but is advocates for student and for the needs of students inconsistent in advocating family needs. • School Counselor takes a and families. for their needs. leadership role in the Copyright ©2015 The Danielson Group LLC. All rights Reserved. 52 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished school, district and School Counselor does School Counselor is School Counselor • • • community, proactively not provide opportunities inconsistent in providing consistently provides advocating for the needs of for student success as opportunities for student opportunities for student students and families. described in the Annual success as described in success as described in Agreement. the Annual Agreement. the Annual Agreement. • School Counselor makes differentiated efforts to School Counselor School Counselor School Counselor • • • ensure opportunities are willfully rejects district complies with district continually assesses available for individual regulations. regulations only when planned actions to insure students to be successful prompted. compliance with district as described in the Annual regulations. Agreement. • School Counselor takes a leadership role in complying with and training colleagues on district regulations. Possible Examples • School Counselor • School Counselor was • The principal states, “The • Parents, staff and students manipulated a student asked by a student to School Counselor is a seek out School Counselor transcript to show an check her transcript for trusted individual. She because s/he is known to inflated grade. errors, but the School always does what she be trustworthy. Counselor only makes says she is going to do.” School Counselor School Counselor explains • the check after two • knowingly shares School Counselor says, to staff, students and reminders from the • confidential information. “That information is parents what information is student. confidential and I am not confidential and what types School Counselor says, • School Counselor says, “I able to share it.” of information has to be “I only do group • only have time to work shared with authorities. counseling because School Counselor knows with groups this week; • that’s all I have time for. the students’ individual School Counselor brings next week I’ll try to work • Individual students and needs and works stakeholders together to with some individuals and families’ needs have to collaboratively with address students’ needs. their families.” wait.” administration and staff to • School Counselor guides • School Counselor sends find time to work with • School Counselor does the classroom teacher, Copyright ©2015 The Danielson Group LLC. All rights Reserved. 53 School Counselor Rubric

Level of Performance Component Unsatisfactory Basic Proficient Distinguished not respond to the a pamphlet to a more individuals and their student, and parents classroom teacher who classroom teacher families. through the necessary wants help advocating outlining the steps to use process to determine if a School Counselor initiates for a student who needs to advocate for her • student needs special a conversation with the special assistance. student. assistance. classroom teacher and • School Counselor says, • School Counselor offers help in advocating “I am too busy to attend attended two out of for a student with special case conferences. These eleven required meetings. needs. regulations weren’t School Counselor attends meant for me.” • all meetings that involve students in need unless crisis counseling takes precedence.