4b. Facilitates a school counseling program. 3b,6c,6e* U Inappropriately Partially facilitates a Facilitates a school counseling Facilitates and enhances a school school counseling program; organizes counseling program through effective facilitates the school counseling program; program; counseling personnelphysical resources and leadership; counseling goals are clear; are frequently activities to address the motivates and organizes personnel; Counseling goals are consistently unclear or unclear; organizing needspriorities and objectives maximizes physical resources and activities personnelphysical specific to the school. to address the needspriorities and nonexistent; organizing resources and activities objectives specific to the school. personnelphysical do not always address resources and activities the needspriorities and infrequently or never objectives specific to addresses the the school. needspriorities and objectives of the school. Unacceptable Proficient Distinguished Comments: 4c. Establishes the relevancy of the school counseling program. 3a,4d* U Not able to establish Infrequently able to Establishes the relevance of the Establishes the relevance of the program establish the relevance program to students by clearly beyond the student population; e.g. school the relevance of the of the counseling demonstrating its importance staffschool counseling program to program to students; and relation to lifeworkand boarddistrictcommunitystatewide settings. students; activities rarely activities minimally community; e.g.social or never demonstrate the demonstrate their skillscareer developmentconflict importance and relation importance and relation resolutioncrisis to student‘s lifework and to student’s lifeworkand managementdiversity community. community. traininganger managementetc. Unacceptable Basic Proficient Distinguished Comments: 4d. Uses time effectively. 6d* Counseling plans are Counseling plans Clearly communicates counseling plans so Counseling plans are well consistently unclear are infrequently students and staff understand them; manages organizedeffective and clearly or non-existent; clear to students and caseload effectively: e.g.phone communicated; performs additional unable to manage staff; is only able to callsconferencesguidance tasks as well as manage case load case loads occasionally lessonsconsultationsteam effectively: e.g. in-servicesspecial effectively. manage case loads meetingsrecommendationsschedulingcounseling projectsgrant writing and various effectively. groups. school committeesetc. Unacceptable Proficient Distinguished Comments: *Indicates Teaching Standards and Criteria
4b. Facilitates a school counseling program. 3b,6c,6e* U Inappropriately facilitates the school counseling program; Counseling goals are consistently unclear or nonexistent; organizing personnelphysical resources and activities infrequently or never addresses the needspriorities and objectives of the school. Partially facilitates a school counseling program; counseling are frequently unclear; organizing personnelphysical resources and activities do not always address the needspriorities and objectives specific to the school. Facilitates a school counseling program; organizes personnelphysical resources and activities to address the needspriorities and objectives specific to the school. Facilitates and enhances a school counseling program through effective leadership; counseling goals are clear; motivates and organizes personnel; maximizes physical resources and activities to address the needspriorities and objectives specific to the school. Unacceptable Proficient Distinguished Comments: 4c. Establishes the relevancy of the school counseling program. 3a,4d* U Not able to establish the relevance of the counseling program to students; activities rarely or never demonstrate the importance and relation to student‘s lifework and community. Infrequently able to establish the relevance of the counseling program to students; activities minimally demonstrate their importance and relation to student’s lifeworkand community. Establishes the relevance of the program to students by clearly demonstrating its importance and relation to lifeworkand community; e.g.social skillscareer developmentconflict resolutioncrisis managementdiversity traininganger managementetc. Establishes the relevance of the program beyond the student population; e.g. school staffschool boarddistrictcommunitystatewide settings. Unacceptable Basic Proficient Distinguished Comments: 4d. Uses time effectively. 6d* Counseling plans are consistently unclear or non-existent; unable to manage case loads effectively. Counseling plans are infrequently clear to students and staff; is only able to occasionally manage case loads effectively. Clearly communicates counseling plans so students and staff understand them; manages caseload effectively: e.g.phone callsconferencesguidance lessonsconsultationsteam meetingsrecommendationsschedulingcounseling groups. Counseling plans are well organizedeffective and clearly communicated; performs additional tasks as well as manage case load effectively: e.g. in-servicesspecial projectsgrant writing and various school committeesetc. Unacceptable Proficient Distinguished Comments: *Indicates Teaching Standards and Criteria
Counselor-Evaluation.docx