2 Level of Performance component Unsatisfactory Basic Proficient Distinguished 2a: Counselor’s interactions with students Counselor’s interactions are a mix of Counselor’s interactions with students Students seek out the counselor, Creating an environment of are negative or inappropriate, and the positive and negative; the counselor’s are positive and respectful, and the reflecting a high degree of respect and rapport counselor does not promote positive efforts at encouraging positive counselor actively promotes positive comfort and trust in the interactions among students. interactions among students are student-student interactions. relationship. Counselor teaches partially successful. students how to engage in positive interactions. 2b: Counselor makes no attempt to Counselor’s attempts to promote a Counselor promotes a culture The culture in the school for Establishing a culture for productive establish a culture for productive culture throughout the school for throughout the school for productive productive and respectful communication communication in the school as a productive and respectful and respectful communication communication between and whole, either among students or communication between and among between and among students and among students and teachers, among teachers, or between students students and teachers are partially teachers. while guided by the counselor, is and teachers. successful. maintained by both teachers and students. 2c: Counselor’s routines for the Counselor has rudimentary and Counselor’s routines for the Counselor’s routines for the counseling center or classroom work partially successful routines for the counseling center or classroom work counseling center or classroom Managing routines are nonexistent or in disarray. counseling center or classroom. effectively. are seamless, and students and procedures assist in maintaining them.
2 component Level of Performance Unsatisfactory Basic Proficient Distinguished 2a: Creating an environment of respect and rapport Counselor’s interactions with students are negative or inappropriate, and the counselor does not promote positive interactions among students. Counselor’s interactions are a mix of positive and negative; the counselor’s efforts at encouraging positive interactions among students are partially successful. Counselor’s interactions with students are positive and respectful, and the counselor actively promotes positive student-student interactions. Students seek out the counselor, reflecting a high degree of comfort and trust in the relationship. Counselor teaches students how to engage in positive interactions. 2b: Establishing a culture for productive communication Counselor makes no attempt to establish a culture for productive communication in the school as a whole, either among students or among teachers, or between students and teachers. Counselor’s attempts to promote a culture throughout the school for productive and respectful communication between and among students and teachers are partially successful. Counselor promotes a culture throughout the school for productive and respectful communication between and among students and teachers. The culture in the school for productive and respectful communication between and among students and teachers, while guided by the counselor, is maintained by both teachers and students. 2c: Managing routines and procedures Counselor’s routines for the counseling center or classroom work are nonexistent or in disarray. Counselor has rudimentary and partially successful routines for the counseling center or classroom. Counselor’s routines for the counseling center or classroom work effectively. Counselor’s routines for the counseling center or classroom are seamless, and students assist in maintaining them.
Counselors%20Rubric.docx