East Windsor Public Schools
70 South Main Street —
East Windsor, CT 06088
Educator
Evaluation Program for
Pupil
Service Specialists
Pilot
Plan for 03-04
Curriculum Development
Ongoing Initiatives
Educator Evaluation
Professional Development
All Lead to
Improved Student Learning
Updated August 2003
INTRODUCTION
“Children are the living messages
we send to a time we will never see…
and we must invest everything
we have in those messages.”
The East Windsor Professional Evaluation and Professional Development plan is grounded in a positive approach to improve professional performance and effectiveness that results in improved student learning in East Windsor Public Schools.
Connecticut’s Guidelines for Professional Development and Educator Evaluation recognize that student learning improves when educators work collaboratively to examine the effect of teaching practices on student work. By reflecting on student performance and student learning issues, making adjustments as appropriate, and assessing the impact that teaching practices have on student learning, educators build a professional learning community in which they share knowledge and practice in order to build understanding.
STATEMENT
OF PURPOSE
East Windsor Public School’s goal is for all educators to improve in their facilitation of student learning and their professional growth. It is the purpose of the evaluation instrument to motivate pupil service personnel, teachers, supervisors, and administrators to work collaboratively sharing responsibility for the improvement of professional skills and student learning and achievement.
All educators have a responsibility to:
q grow professionally
q share their knowledge with one another through various methods of data collection and collaborative work
q become reflective practitioners
q contribute in a positive way to the culture and climate of the total school/program community
q facilitate annual appraisal conferences through evidence collection
GUIDING BELIEFS
The East Windsor school district is committed to improving student achievement, and recognizes the need for continuous professional development and educator collaboration to enhance the quality of instruction.
Each school and the district share responsibility for professional development. Professional activities are developed in accordance with East Windsor’s district goals and initiatives, which include goals for the system as whole and for individual schools. The professional development activities are organized through a collaborative effort of the director of curriculum, administrators, and professional staff members. Whenever possible the district funds off-site professional development activities requested by staff when they support the goals and initiatives of the district. As part of a feedback loop for future professional development, all staff members have opportunities to evaluate professional development experiences.
Best Practices for School Counseling in Connecticut (See Appendix) espouses the philosophy that professional practice is more than merely demonstrating a certain set of technical skills. It requires caring deeply about students and their successes. Effective practice implies a deep commitment to student achievement and to the belief that all students can attain higher levels of achievement.
The predominate principles guiding the evaluation process and professional development are:
q Student learning is directly affected by educator competence
q Educator competence is affected positively by the integration of practitioner evaluation and professional development
q Educators, like students, must be continual learners
q An effective evaluation plan requires a clear definition of competencies and a system to assess them
q
The gaps between expectations for student performance
and actual student performance should guide the content of professional
development
SUMMARY
The central focus of the Professional Evaluation model and the Professional Development Program is to improve student learning. Each educator’s evaluation must be continuous and constructive. It must occur in an atmosphere of trust and mutual respect. The goal is to promote and encourage productive dialogues between educators and supervisors. With the adoption of these guidelines for educator evaluation and professional development, it is acknowledged that observations are necessary, but not totally sufficient to evaluate teaching and student learning. Evidence of accomplishment of goals and objectives such as: lesson plans, forms of assessment, teacher observations and reflections, school development plans, etc. provide additional sources of data. The central focus continues to be on improving student learning.
Foundational
Skills and Competencies
for
the Beginning School Counselor
The following skills and competencies are intended as a guide to the set of skills, attitudes and knowledge that should be demonstrated before the beginning counselor attains tenure.
Counseling
The beginning school
counselor will:
q Demonstrate knowledge of theory, practice and ethical standards relative to individual and group counseling
q Articulate the theoretical basis for one’s own counseling practice
q Demonstrate appropriate counseling techniques and interventions for use within the academic, career and personal/social domains
q Demonstrate the ability to provide individual and group counseling services that are appropriate to the interests, needs, and developmental level of diverse populations and cultures
q Demonstrate the ability to evaluate and assess the effectiveness of one’s counseling interventions and modify accordingly
q Demonstrate the ability to administer and/or interpret tests, student data and other appraisal results appropriately in the counseling environment.
Consulting
The beginning school
counselor will:
q Demonstrate the ability to consult and collaborate with teachers, staff, administrators and community-based organizations in understanding and meeting the needs of all students
q Make appropriate referrals to school and community support personnel
q Demonstrate knowledge of a wide variety of appraisal instruments and techniques to enhance decision-making and planning
Coordinating
The beginning school
counselor will:
q Demonstrate knowledge of the school and community resources that complement the provision of counseling services
q Initiate and maintain productive working relationships with students, staff, parents, administration and community-based organizations
School Counselor Job Description
Qualifications
q Hold a master’s degree in school counseling from an accredited college or university
q Meet the certification requirements for initial educator or higher from the Connecticut State Department of Education
Primary Functions
q Develop and deliver the school-counseling curriculum in a classroom setting
q Assist students in the areas of academic and career planning and in social/emotional development
q Provide individual and small group counseling in a variety of settings
q Consult and collaborate with teachers, staff and parents in understanding and meeting the needs of students in the school setting
q Make appropriate referrals of students and parents to outside agencies and specialists
q Participate in activities that contribute to the effective operation of the school
q Plan, evaluate and revise the school-counseling program
q Pursue continuous professional growth to stay abreast of the field
q Promote an understanding and appreciation of diverse populations and cultures
q Monitor and advise students and their parents as to progress toward promotion/graduation
q Prepare students for the transition to the next level: middle school, high school and post high school activities
Major Job
Responsibilities
Counseling
q Provide individual planning sessions to students in the area of academic planning and success, career awareness and social/emotional development in accordance with planned objectives for grade level
q Conduct structured goal-oriented counseling sessions in systematic response to identified needs of groups of children (Themes include academic skill building, social skill development, career awareness, conflict resolution, family issues and making healthy choices.)
q Assist in the transition to middle school, high school and to post high school options
q Interpret tests, student data and other assessment results appropriately in the counseling environment
q Provide individual counseling in response to student requests
q Contribute to a program of public relations
q Articulate the school-counseling program to students, parents, teachers, staff and community
q Develop and maintain skills needed to utilize technology systems and participate in professional development activities
School System
q Participate in school decision-making and in activities, which contribute to the effective operation of the school
q Cooperate and collaborate with other professionals in enhancing the education of students
q Communicate with the administrators, teachers and staff, parents and students as to the role of the school-counseling program in the overall educational process of the school
Professionalism
q Adhere to the ethical standards of state and national school counselor associations
q Adhere to prefer practices prescribed by state and national school counselor associations
q Demonstrate knowledge of local policies and state and federal laws pertaining to school counseling
q Demonstrate personal growth and professional development
Annual Goal
Setting
Supervisor shall meet with each counselor in October
to set goals for the year.
q Goals should be mutually agreed upon
q Goals may be personal growth or system relate
q Supervisors will assist in the attainment of mutually agreed goals
q A progress report will be due from the supervisee to the supervisor by January 1st
q A final report on goal attainment is due to the supervisor by mid May
Formal Observation
Counselors should receive a minimum of one formal
observation per year.
This observation should include:
q A pre-observation conference to discuss the objectives of the activity to be observed
q A post-observation conference to review and process the observation
Self and Summary
Evaluation
Using the following list of indicators as a guide, the counselor should participate in a self-evaluation noting particular areas of strength and those areas in need of improvement.
As part of the summary evaluation, the evaluator should also note areas of strength and those areas in need of improvement.
Counseling
The counselor:
q Assists students in developing decision-making skills
q Demonstrates knowledge of family development and family life
q Employs knowledge of career development
q Makes appropriate student referrals
q Demonstrates the ability to provide individual counseling to target populations
q Demonstrates ability to initiate counseling relationships with students
q Demonstrates skill and sensitivity in terminating counseling relationships
q Displays respect for the rights and unique characteristics of students
q Counsels students in their adjustment to a new school
q Creates a counseling environment which fosters feelings of acceptance and empathy
q Demonstrates sensitivity to multicultural and multiethnic issues in counseling
q Modifies one’s own professional behavior in response to constructive criticism
q Demonstrates ability in group counseling
q Assists with the transition from elementary to middle school, middle school to high school and to post-high school options
q Provides interventions and support in crisis situations
q Provides information and guidance in selecting schools and colleges
q Assists students in making schedule adjustments due to conflicts in scheduling
Consulting
The counselor:
q Provides school expertise for community agencies
q Provides a counseling perspective and relevant information to other school departments
q Assists instructional personnel in relating subject matter to career development
q Participates in the special education and ADA, Section 504 planning process where counselor input is required
q Shares background information pertinent to student performance with appropriate parties
q Shares information pertinent to available community resources
q Provides counseling perspective in the development of school initiatives
q Employs mediation skills with the school population
q Contributes expertise to the development and implementation of district wide policies and procedures
q Plans and delivers parent programs
q Interprets test and career interest inventory information to target populations
q Provides information on the selection of post secondary education and training
Individual
Planning
The counselor:
q Provides a systematic approach to individual planning of post-secondary planning using academic and career information
Managing
The counselor:
Appendices
INDEX OF
FORMS
APPENDIX A
- PERFORMANCE
OBJECTIVE/PROFESSIONAL DEVELOPMENT OBJECTIVES
q
This
form is to be utilized by all educational staff
q
Filled
out at the beginning of the year September/October
q
Mid-year
conference required for Induction Stage I and II
q
Mid-year
conference optional for Professional Growth Stage
q
Final
outcome completed in May/June by all staff
APPENDIX B
- SELF-ASSESSMENT OF OPTIONAL
PROFESSIONAL DEVELOPMENT PROJECT
q
For
staff working on an optional professional development project
q
Completed
at the end of project
APPENDIX C - PRE-OBSERVATION FORM
q
Not
applicable to pupil services personnel
APPENDIX D
- FORMAL OBSERVATION REPORT
q
Not
applicable to pupil services personnel, see appendix K and L
APPENDIX E - GUIDE FOR POST-OBSERVATION DISCUSSION
q
Not
applicable to pupil services personnel, see appendix K and L
APPENDIX F - ANNUAL APPRAISAL FORM
q
Utilized
by all staff
INDUCTION STAGE
q
Focuses
on completed portfolio, achievement of performance objectives, and knowledge
obtained through reflection on evidence and professional development activities
q
Includes
focus for future assessment
PROFESSIONAL GROWTH STAGE
q
Focuses
on evidence of accomplishment of goals or movement toward accomplishment, as
well as reflection on evidence and professional development activities
q
Includes
focus for future assessment
APPENDIX G - NOTICE OF TRANSFER TO SUPERVISED ASSISTANCE STAGE
q
Completed
by evaluator and given to educator
q
Serves
to notify teacher of transfer to Supervised Assistance Stage
q
Establishes
a time to meet and develop action plan
APPENDIX H - SUPERVISED ASSISTANCE PLAN
q
Educator
and evaluator meet to create assistance plan
q
Form
is completed at meeting
q
Form
is signed indicating mutual agreement of educator and evaluator
APPENDIX I - SUPERVISED ASSISTANCE
q
Form
is completed by evaluator after observation of educator who is on supervised
assistance
q
Educator
and evaluator meet and discuss observation report
APPENDIX J - PROFESSIONAL DEVELOPMENT LOG
q
Use
is optional
q
May
be applicable to portfolio
APPENDIX K - FORMAL OBSERVATION REPORT FOR PUPIL SERVICES PROFESSINALS
q
Completed
by evaluator/supervisor
q
May
be completed prior to or after the observation conference
q Can be revised after observation conference
APPENDIX L - ANNUAL EVALUATION REPORT FOR PUPIL
SERVICE SPECIALISTS
q
Completed
by the pupil service specialists as reflective tool
APPENDIX A
Page 1 of 3
PERFORMANCE
OBJECTIVES/PROFESSIONAL DEVELOPMENT OBJECTIVES
Objective of School Year
Teacher: Evaluator/Supervisor:
Stage: Induction: Professional Growth: Supervised Assistance ______
School/Program: Grade/Subject
District/School Goal:
Use a separate form for each agreed upon objective. Both the educator and evaluator/supervisor should sign this form by the end of October of the applicable year.
DIRECTIONS: Maximizing student learning requires that educators focus on the connection between student performance and educator growth. The action plan below is designed to assist in this process. The questions in parentheses are essential questions, which should be addressed before completing each section.
Focus on Student Performance:
Student Performance Objective/Indicator of Success: (What should students know and be able to do once this objective is completed? – What are the essential understandings? What evidence will be used to measure students’ success in achieving the performance objective? What can students do because of what they know?)
Data Collection: (What data will be gathered to measure student learning over time in achieving this performance objective?)
APPENDIX A
Page 2 of 3
Learning Activities: (In what activities will students be engaged in order to achieve this objective?)
Educator Objective: (What do I need to know and be able to do to help students achieve this performance objective? – How does it relate to the annual plan?)
Professional Development Activities Needed to Accomplish Goal:
Plan of Action: (What steps are necessary to accomplish my objective and what resources/assistance do I need?)
APPENDIX A
Page 3 of 3
Plan of Action (continued)
Initial Conference (Sept. _____ - Oct. _____) _____Evaluator/Observer Initiated
_____Employee Initiated
Educator: _______________________ Evaluator/Observer: __________________
Date: __________________________ Date: _______________________
Mid-year Conference: (January - February)
(Required for Induction Stage I and II and upon request of teacher or evaluator on Professional GrowthStage)
Comments: (Attach
additional pages as necessary.)
Educator: ________________________________ Evaluator/Observer: ____________________
Date: _________________________ Date: _________________________
For
End of Year Conference, educator’s reflection
should be attached along with evidence of accomplishment.
APPENDIX B
OPTIONAL
SELF-ASSESSMENT OF
PROFESSIONAL DEVELOPMENT PROJECT
TO BE COMPLETED AT THE
CONCLUSION OF OPTIONAL PROFESSIONAL
DEVELOPMENT PROJECT
What do you consider the most significant aspects of
your work on this project?
What do you wish you might have done differently?
To what extent do you feel your work will be useful
to others in your program and/or district?
What recommendations would you make to others
contemplating similar work?
Format for disseminating new learning: (i.e.,
student samples, video, oral presentation, grade level teams, handouts,
mentoring) ______________________________________________
_______________________________________________________________________________________
Evaluators/Observer’s Comments:
________________________________________ ___________________________________
Educator’s Signature Evaluator/Observer’s
Signature
Date:
_____________________________ Date: _____________________________
APPENDIX F
Page 1 of 2
ANNUAL APPRAISAL REPORT
School
Year:
Educator: School/Program: Date:
The educator should write his or her thoughts
and reflections in part 1. This can be
attached or written in the space provided.
Part 1. Summary of year’s
performance (i.e., performance objectives/reflection on evidence collected to
show progress toward or accomplishment of your goals and objectives.)
The administrator/evaluator should complete
part 2.
Part 2. Strengths
and/or progress as they relate to the competencies for Pupil Services Personnel
(see appendix L) within East Windsor’s Professional Educators Evaluation and
Professional Development document.
Part 3. Focus for
future assessment:
APPENDIX F
Page 2 of 2
APPENDIX G
NOTICE OF TRANSFER TO SUPERVISED ASSISTANCE STAGE
Name School
Assignment Date
Please be informed that you are being placed on the Supervised Assistance Stage because of the difficulty you have had demonstrating the principles of effective teaching as defined by Connecticut’s Competencies for Pupil Services Professionals. The specific standards/attributes are:
a.
b.
c.
d.
e.
The goal is to develop an action plan by identifying area(s) needing improvement, specific outcomes, indicators of success, minimum performance, timelines for meeting performance standards, etc. Please meet with me on _______(date) at ____ (time) to initiate the Supervised Assistance Stage and develop the action plan.
Evaluator Date
This process has implication for withholding increments and/or terminating employment. You have the option of requesting legal assistance from your professional organization.
cc: Educator
Evaluator
Personnel File/Central Office
