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Educator Effectiveness & School Counselors Gregg Curtis Lisa Koenecke Link to my Google Presentation:

https://goo.gl/jPzjSn WSCA 51st Annual Conference February 18, 2016

Where have we been, where are we going? CESA 6 Model Danielson group of WSCA counselors from different levels Educator Effectiveness Team –Mark Mueller –Laura Ruckert

Overview of Educator Effectiveness • Aligning with Agenda 2017: – The Wisconsin Educator Effectiveness System is: • a performance-based evaluation system, • designed by and for Wisconsin educators, • to improve the education of all students in the state of Wisconsin • by supporting guided, individualized, self-determined professional growth and development of educators.

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Overview of Educator Effectiveness • NOT a result of Act 10!

– 2010 Supt. Evers convened a team to design an EE System

• Key principles were determined: – Guide effective educational practice that is aligned with student learning and development – Document evidence of effective educator practice – Document evidence of student learning – Inform professional development – Inform educator preparation programs – Support a full range of human resource decisions – Be credible, reliable, and comparable across the state.

Overview of Educator Effectiveness • EE System that was designed was endorsed by legislation in April 2012 (WI Act 166) • Principals and teachers are mandated to use DPI system or equivalent for evaluation process – DPI System = Teachscape – Equivalent System = CESA 6 “My Learning Plan”

• Pupil services and other educational professionals are NOT mandated! – At least not by the state… – Your boss? Maybe… Sooooooooooo…

The Pupil Services Evaluation Pilot • May 2015: – Educator Effectiveness Team approached the 4 pupil services consultants and informed that adoption of “new” Danielson rubric for pupil services was imminent. – EE was going to use that rubric UNLESS… – Pupil services wanted to create their own. – PS consultants agreed to work with professional organizations to create evaluations congruent with our jobs.

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The Pupil Services Evaluation Pilot • June 2015: – Consultants collaborated with organizations via a number of methods and created: • Workflow • Practice rubrics • Educational outcomes (NOT SLOs) • All necessary forms to support process

• July - October 2015 – Materials revised and sent to Teachscape – Fillable MS Word forms created

What’s the Same? • How is the new Pupil Services Performance Evaluation similar to Educator Effectiveness for teachers? – Rubrics formatted similarly to EE for teachers – Observations • Announced • Unannounced – Scoring process – Evidence is collected to support evaluation ratings

What’s the Same? • How is the new Pupil Services Evaluation similar to Educator Effectiveness for teachers? – 1 – 3 year cycle – Parallel work flow to teachers • Self-Review • Summary Year Planning Session • Evaluation Plan • Practices • End-of-Cycle Summary – Professional Practice Goal (PPG)

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What’s Different? • How is the new Pupil Services Evaluation different from Educator Effectiveness for teachers? – Elective, not required – Rubrics are different for each of the 4 pupil services professions • Developed in partnership with state pupil services professional associations • Can be used without Teachscape – Evaluator does not have to pass Focus certification

What’s Different? • Some components are optional – Evaluator and Pupil Services Professional meet to agree what are the optional components for the evaluation. • Different number of required vs. optional components for each pupil service profession. • Schools have different job descriptions and priorities for their pupil services providers.

What’s Different? • Student & Program Outcomes (SPOs), not Student Learning Objectives (SLOs) • Not tied to classroom performance or test scores • Progress can be tracked related to … • Individual students • Groups of students • Programs, strategies, & interventions • School-wide • Leadership • Cross-system agreements • School or district procedures or policies • Professional development

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What’s Different? • Observations • No observations with students or families where personal information may be shared • Additional form of documentation of evidence • Brief consultations • 2-5 minutes/each • 3-5 over the school year • Optional • WASDA, AWSA, school boards

School Counselor Rubric •

• •

5 Domains of Practice – Communication & Collaboration – Assessment – Program Planning & Management – Program Delivery – Professionalism Each Domain has 2-5 Indicators 4 Levels of Performance – Emerging – Basic – Distinguished – Exemplary

School Counselor Rubric A. Communication & Collaboration 1. The professional school counselor establishes rapport with parents, teachers, administrators & other relevant individuals. 2. The professional school counselor builds effective collaborative relationships with students, staff, administration, families & community members. 3. The professional school counselor collaborates to help students establish goals & develop & use planning skills. 4. The professional school counselor implements an effective referral process with administrators, teachers, parents & other school personnel. 5. The professional school counselor supports & collaborates in other school

programs.

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School Counselor Rubric B. Assessment 1.

The professional school counselor, along with stakeholders, uses evaluation data from the counseling program to make decisions regarding revisions to the school counseling program when necessary.

2.

The professional school counselor uses data to recommend systemic change in policies & procedures that limit or inhibit academic achievement & social/emotional well-being.

3.

The professional school counselor develops appropriate interventions for students as needed & monitors student progress in multiple ways.

School Counselor Rubric C. Program Planning & Management 1. A program has been written to meet the social/emotional, academic & career needs of the school. 2. The professional school counselor prioritizes tasks & manages time effectively in order to meet the needs of students, staff & administrators.

School Counselor Rubric D. Program Delivery 1. The professional school counselor develops materials & instructional strategies to meet student needs & school goals & teaches the counseling curriculum units effectively. 2. The professional school counselor encourages staff involvement to ensure the effective implementation of the counseling curriculum. 3. The professional school counselor counsels individual students & groups of students with identified needs/concerns.

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School Counselor Rubric D. Program Delivery (cont.) 4. The professional school counselor promotes equity, access & academic success for every student. 5. The professional school counselor organizes & promotes educational & career success, which may include student choice of classes & special programs. Note: optional at elementary level.

School Counselor Rubric E. Professionalism 1. The professional school counselor adheres to all professional ethical standards; modeling ethical behavior & professional growth. 2. The professional school counselor takes a leadership role within the counseling department, the school setting, & the community. 3. The professional school counselor demonstrates interpersonal relationships with students, staff & parents. 4. The professional school counselor engages in local leadership opportunities,

advocates on behalf of & with students & advocates for the school counseling profession.

Where can I find these resources? • School Counselor Evaluation Rubric – http://sspw.dpi.wi.gov/sites/default/files/imce/sspw/pdf/psschoolcoun selorrubric.pdf • Fillable forms for work flow – in process! • Provide feedback to inform changes for 2016-17: – Specific components of the rubric – Work flow • Web migration – Plan B: Search!!

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Search the DPI Website for Pupil Services Performance Evaluation Tools

Why do we need this? are you still using the “g” word? are your ratios 1:250? No? That’s why do you like your teacher contract

Common Language educate our stakeholders: other school counselors, admin,school board, supers, parents, community, legislatures, counselor ed programs how do we roll this out

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Every Student College & Career Ready Standards & Instruction –What and how should kids learn? Assessments and Data Systems –How do we know if they learned it? Accountability – systems and individuals –How do we support improvement if they don’t? School Finance –How should we pay for schools?

Questions? Gregg Curtis, PhD [email protected]

Lisa Koenecke, MS NCC [email protected]

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