Raymore-Peculiar School District

Performance -Based Co unselor Evalua tio n

Our mission: Through collaboration among parents, students, staff and the community, the Raymore-Peculiar School District will ensure that each student masters specific and challenging learning objectives that maximize achievement and lead to lifelong productivity.

Raymore Peculiar School District

Performance-Based Counselor Evaluation Vision Statement

Performance-based counselor evaluation in the Raymore-Peculiar School District is an on-going collaborative process that empowers counselors to create optimal opportunities for each student that fosters growth intellectually, emotionally, socially and psychologically. The districts guidance program is developmental and includes sequential activities designed to address the needs of all students by helping them acquire competencies in career planning and exploration, knowledge of self and others, and educational and vocational development.

Philosophy
The purpose of the performance- based system in the Raymore-Peculiar School District is to empower counselors to enhance students development by providing a quality counseling program. The performance-based counselor evaluation process must be continuous, constructive, and growth-oriented for the counselor. It is characterized by a collaborative effort based upon collegial respect. Performance expectations are both observable and definable.

Guiding Principles
The guiding principles were composed collaboratively by a team of counselors and administrators. These principles provide direction for the development of the Raymore-Peculiar School Districts performance-based evaluation instrument. 1. Counselors and administrators develop the performance-based system for staff evaluation and professional growth. The performance-based counselor evaluation system includes processes that address counselor evaluation and professional development. The counselor evaluation phase serves organizational decision-making purposes while the professional development phase supports the counselor in improving performance on an on-going basis. Counselors are provided with adequate time and opportunity to grow professionally by participating in activities such as mentoring, peer coaching, working on professional teams, collaborating, etc. Criteria address both student and counselor behaviors. The central focus in developing an evaluation system is to promote student success.

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The process of counselor evaluation and professional growth allows for counselor reflection, counselor collaboration, and staff contribution to the learning community. A strong mentoring program provides the necessary support and feedback for first year counselors. Evaluators receive training in the skills of analyzing effective counseling and teaching, providing reflective conferencing, managing documentation, effective use of portfolios/artifacts, and providing leadership for counselor professional development. The system provides for a connection between the evaluation criteria, the state comprehensive guidance program, school building goals, school improvement plan, district comprehensive school improvement plan, and student development. An orientation is provided to acquaint all counselors with the districts evaluation and professional growth process and the specific criteria to be documented. A post observation conference is held no more than ten working days following an observation. The conference may be directed by oral and/or written reflection; by administrators scripted notes and other artifacts that pertain to the observation; or by assessment of professional goals. It is the responsibility of all certified personnel to maintain current and appropriate certification. All counselors must develop a Professional Development Plan or Professional Enrichment Plan. Counselors requiring on-going certification develop their Professional Development Plans in conjunction with the requirement for Missouri certification. The local Professional Development Committee serves as a resource to provide these counselors with professional opportunities related to their individual Professional Development Plans. Professional Improvement Plans (PIP) assist counselors not meeting district expectations. The administrator is responsible for the development and management of the counselor evaluation and professional development phase of the PBCE.

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Summary of Committee Process

The following counselor evaluation model has been developed by a committee consisting of administration and counselors who have worked during the 2004-2005 school year to develop and revise the standard for the Raymore-Peculiar School District. The committee was formed in September 2004. The following individuals were committee members and participated in the development of this manual: Administration Terri Jamison Maria Fleming Karen Hurst Secondary Intermediate Susan Nissen Piper Showen Larry King Elementary Nancy Schultz

The committee reviewed the DESE counselor evaluation model, counselor evaluations from surrounding districts, as well as our districts current teacher evaluation model. Format of the 3

process, content, training, and use for the evaluation outcome were addressed. The primary focus was to create a process that promotes counselor growth, which will ultimately promote student success. The intent for this process is to focus on administrators and counselors working together to develop a positive process to help develop the roles and responsibilities that promote professional growth and student growth. Counselors and administrators throughout our district had an opportunity to review and give input into the final document.

System Review
The administration will initiate a review of the evaluation process within two years after implementation. Subsequent reviews will be made at three to five-year intervals. The purpose of this review is to promote the maintenance of an effective, fair, and efficient system that is comprehensive and performance-based. This review will be made by the district evaluation committee.

Appeal Process
The counselor has the right to appeal the results of the evaluation in accordance with Board Policy.

PROCEDURES Training of Administrators

Administrators will be trained on the state comprehensive guidance model.

Training of Counselors
Information will be provided annually to counselors on the districts evaluation process. Counselors and administrators will assess the evaluation process in order to align procedures with the philosophy and guiding principles.

Board Members
Board members will be provided information on the evaluation process. This information should promote an understanding of the roles and responsibilities of board members in the evaluation process.

Counselor Evaluation and Observation Cycle

First year through fifth year counselors are on an annual appraisal cycle, which culminates with a summative report, completed each year of the probationary period. This report shall be completed prior to a date established by the Board of Education, typically March 30. During the first year of the evaluation cycle, counselors will have a minimum of one scheduled and two unscheduled observations. Second-year counselors will have a minimum of one scheduled and one unscheduled observation. Subsequent years will include a minimum of one observation (scheduled & unscheduled) annually. A pre-observation worksheet is required for 4

all scheduled observations. Pre-observation conferences, however, are optional as mutually agreed by the counselor and evaluator. Observations will be followed by a collaborative conference between the counselor and the supervisor, no more than 10 working days following the observation. Each first year counselor will participate in the two-year mentor program, which includes the development of a portfolio and a professional plan. Portfolios will be required for all new counselors to the district and updated annually. Probationary counselors will prepare a Professional Development Plan (PDP) and a portfolio. Counselors with five years of counseling experience may advance to the Professional Enrichment Plan (PEP) after three years in the district. During the second, third, fourth, and fifth years, counselors will continue with observations, follow-up conferences, portfolios, Professional Enrichment Plans, and professional reflection. If the counselors supervisor determines that the counselors performance during the probationary period is unsatisfactory or in need of improvement, the counselor and supervisor will work together to develop a Professional Improvement Plan (PIP). YEARS AS A COUNSELOR 3 4
1 S or U PDP 1 S or U PDP

1
Observations Professional Plan Summative Evaluation Conference Portfolio* Mentor Program 1S 2U PDP

2
1S 1U PDP

5
1 S or U PDP/PEP

6
PEP

Yes Yes Yes

Yes Update Yes

Yes Update No

Yes Update No
S--Schedule Observation U-Unscheduled Observation

Yes Update No

No Update No

*Portfolio for new counselors starting in 2003-2004. PEP--Professional Enrichment Plan PDP Professional Development Plan

Counselors with Five Years or More of Counseling Experience

The evaluation of a counselor with five years or more of counseling experience is a developmental, on-going process implemented in five-year cycles. This process includes observations, follow-up conferences, professional enrichment plans, professional reflection and artifacts. A formative and summative evaluation will be completed during the fifth year. More frequent formative and summative evaluations may be requested by the counselor, or completed by the supervisor, as appropriate. The formative evaluation will be unscheduled. Pre-observation conferences, however, are optional as mutually agreed by the counselor and evaluator. The supervisor may conduct additional scheduled or unscheduled formative observations. The counselor may also request additional formative observations. Each formative observation will be followed by a collaborative conference between counselor and supervisor. A pre-observation worksheet is required for all scheduled observations. A counselor with five years or more of counseling experience will work with his/her supervisor and/or peers to develop a Professional Enrichment Plan (PEP). The plan may be written as a single or multi-year plan with goals reviewed and discussed each year of the cycle. Upon 5

completion of the PEP, a new plan is written, thus maintaining the on-going focus of professional development. If a counselors supervisor determines that the counselors performance on an evaluative criterion needs improvement or is unsatisfactory, the supervisor will work with the counselor to develop a Professional Improvement Plan (PIP). If a PIP is determined appropriate, it shall become the primary focus for development.

Professional Development Plan

The purpose of the Professional Development Plan (PDP) is to assist counselors in developing goals related to effective counseling criteria. This plan guides counselors as they formalize and document professional growth connected with the state comprehensive guidance program, comprehensive school improvement plan, school improvement, building goals and student instruction and learning.

Professional Enrichment Plan

The purpose of the Professional Enrichment Plan (PEP) is to assist the counselor to focus on a specific aspect of professional development associated with students and instruction. Counselors with five or more years of counseling experience counselors may implement a PEP. The counselor will develop the plan with support from the supervisor and/or peers. A PEP may be written as a single-year or multi-year plan and may continue through more than one evaluation cycle. The PEP should be reviewed on an annual basis. The Professional Enrichment Plan is risk-free, with counselors encouraged to initiate professionally challenging plans. The PEP represents the ultimate in professional growth, with desired long-term benefits to the individual counselor, other counselors, students, and the school community. Multi-year and collaborative plans are encouraged. Such plans might develop and refine knowledge and skills about counseling practices, provide an opportunity to implement the practices, and provide the opportunity to share insights about the practices.

Sample of Professional Enrichment Plan Options

Option A Action Research Team Option B Professional Review Process
This option allows two to five colleagues to work together toward a common goal. Topics should relate to one or more specific criteria/descriptors and to a School Improvement Plan goal. The Action Research could tie in areas of research. The Action Research topic must be approved by the administrator/supervisor. The topic for research could be an issue, strategy or theme such as lowering dropout rate, cooperative learning, building teams, increasing achievement, technology, or assessment. Each counselor involved should maintain his/her own data to document the research. The document could include written information such as scoring guides, surveys, instructional strategies, and performance tasks. The data should also include at least three points of view such as student, parent, other colleague, administrator/supervisor, or business partner. The plan should specifically relate to criteria/descriptors, school improvement, and /or strategic plan goals. This option allows the counselor to use individual reflection to grow professionally. The counselor should be videotaped during three or more teaching sessions, focusing on one or more criteria/descriptors. His/her lesson should be self-evaluated using a written format. An outside observer, such as a peer, supervisor, STARR teacher, business partner, or representative from an educational agency or university staff development program could also observe the counselor. The counselor should document by written reflection, the observation and the conference held with the outside observer. The counselors reflection documents the process of reviewing his/her own counseling practices with the data received from the observers, the reflections, survey results, and a final reflective piece on his/her professional growth during the process. This plan should specifically relate to criteria/descriptors, school improvement, and /or strategic goals.

Option C

Individualized Professional Activity

Option D

Collaborative Professional Plan

This option allows the counselor to work individually on specific areas approved by the administrator/supervisor. This will likely be based on curriculum development, program development, or use of technology. This plan should establish a connecting relationship with specific criteria/descriptors, school improvement, and/or strategic plan goals.

This option allows the counselors with five or more years of counseling experience counselor to interact with colleagues focusing on particular counseling behaviors. This could be accomplished through peer coaching, a study group or other forms of collaborative teams. The counselor uses the documentation to write a reflection of the experiences and how it has affected the counselors own practices. This plan should specifically relate to criteria/descriptors, school improvement, and/or strategic plan goals.

Option E

School-Wide/District-Wide Action Research

Option F

Collaborative Examination

This option allows the counselors with five or more years of counseling experience to work collaboratively on a project outlined in a school/building School Improvement Plan or strategic plan. Teams may be developed to represent a specific grade level, subject, common technology implementation, or cross discipline/cross district teams. The project must be approved by the administrator/supervisor. The plan should specifically relate to criteria/descriptors, school improvement, and/or strategic plan goals.

This option allows for individual and/or collaboration examination of current research in the area of one or more of the evaluation standards, criteria, or descriptors for good teaching. This information will be entered into a database by the counselor for counselor/ administrators to access and utilize via the web. This plan should specifically relate to criteria/descriptors, school improvement, and/or strategic plan goals.

Option G

Counselor Leadership

This option provides counselors with opportunities for counselor leadership activities. The opportunities may focus on adult development to evoke reflection in others, enable others to self evaluate and encourage/support others in being productive, respectful, caring, trusted members of the school community. Organizational change by engaging others in forward thinking and planning based on shared core values, initiates actions toward innovative change, and takes responsibility for the support and development of systems for new and student counselors. The project must be approved by the administrator/supervisor. This plan should specifically relate to criteria/descriptors, school improvement, and/or strategic plan goals (i.e. participation as a mentor in the mentor program.)

Option H

Other

This option is developed with approval from the administrator to improve educational opportunities/activities in the district. This plan should specifically relate to criteria/descriptors, school improvement, and/or strategic plan goals.

Professional Improvement Plan

The purpose of the Professional Improvement Plan (PIP) is to assist the counselor in attaining a satisfactory level of performance on each criterion. If the supervisor determines that the counselors performance on a criterion is unsatisfactory or does not meet expectations, the counselor and supervisory will develop a PIP. When a supervisor has a concern about the ongoing performance of a counselor, efforts may be made to resolve the concern through verbal or written suggestions on the Observation Form before implementing a PIP. Once the concern identified in a PIP has been resolved and the plan is complete, the counselor returns to the PDP or PEP. If the concern is not resolved in the time frame initially established, the plan may remain in effect until the performance is satisfactory or the counselor is no longer employed with the district.

Professional Reviews/Reflections
The Professional Development Plan Review/Reflection and the Professional Enrichment Plan Review/Reflection will allow counselors the opportunity to reflect upon their teaching and counseling beliefs, practices, and goals they have set. The counselor will discuss professional reflections with his/her supervisor. Review plans are due by January 31st.

Professional Portfolio
A professional portfolio is an important component of professional development. Counselors hired after the 2003-2004 school year will be required to maintain a portfolio. A professional portfolio is an opportunity for the counselor to effectively communicate to the supervisor information about the counselors performance. It is also an opportunity for the counselor to reflect upon professional efforts and select examples that represent performance. The overall purpose of the portfolio is to create this communication and reflection. Portfolios are the responsibility of the counselor to develop, maintain, and update. The portfolio will be reviewed at the summative conference and that review will be documented on the Summative Evaluation Form. General examples of materials that might be included in a portfolio are: teaching materials, student or parent comments or information, collaborative efforts with other counselors, professional activities attended, community and extra-duty participation. Specific examples might be: Student Work/Projects Positive Written Feedback From Others Continuing Education Video Tapes News Articles Mentor/Peer Coaching Innovative Programs 8

In-service Workshops Developed And/Or Attended Lesson Plans/Course Outlines/Yearly Outlines Professional Workshops Photographs of Projects And Materials Professional Recognitions Committee Work Extra-Curricular Activities Professional Organizations Student/Parent Surveys

Evaluation Data
All types of data can be used in the evaluation process. Examples of data: Observations (scheduled/unscheduled) Parent Communication Newsletters, Brochures Guidance Lesson Plans Staffing Meetings Notes Videos, etc

Effective Counseling Criteria with Descriptors

Evaluation Criteria For Meets Expectations (Descriptors of evidence and indicators for effective counseling.)

Standard 1 -The professional school counselor implements the Guidance Curriculum Components through the use of effective instructional skills and careful planning of structured group sessions for all students. Criterion: The professional school counselor teaches guidance units effectively. The professional school counselor: 1. Organizes units for student mastery based on student needs. 2. Uses effective instructional strategies 3. Establishes an environment conducive for student learning through the use of effective classroom management techniques. The professional school counselor encourages staff involvement to ensure the effective implementation of the guidance curriculum. The professional school counselor: 1. Collaborates with or assists teachers in developing and/or teaching guidance units effectively. 2. Serves as a resource regarding guidance materials appropriate to the guidance units being taught. 3. Provides in-service training for teachers on guidance-related subject matter and guidance instructional methodology. Standard 2 - The professional school counselor implements the Individual Planning Component by guiding individuals and groups of students and their parents through the development of educational and career plans. Criterion: The professional school counselor, in collaboration with parents, helps students establish goals and develop and use planning skills. The professional school counselor: 1. Assists student in determining their abilities, achievements, interests, and goals. 2. Encourages teachers, other professionals, and parents to participate in student educational and career planning. 3. Guides students to utilize assessment results in their educational and career plans. The professional school counselor demonstrates accurate and appropriate interpretation of assessment data and presentation of relevant, unbiased information. The professional school counselor: 1. Strives to guard against over interpretation or other inappropriate use of assessment data. 2. Attends to the confidential and private nature of individual assessment data. 3. Understands /applies the basic statistical concepts essential in the use of assessment instruments and data. 4. Understands/applies basic concepts and principles of measurement and evaluation. 10

5. Presents information in a clear and concise manner. 6. Organizes and makes educational and career information available. 7. Helps students and their parents become aware of the range of educational opportunities available. Standard 3 - The professional school counselor implements the Responsive Services Component through effective use of individual and small group counseling, consultation, and referral skills. Criterion: The professional school counselor counsels individual students and small groups with identified needs/concerns. The professional school counselor: 1. Informs students, parents, teachers and administrators about the process That can be used to refer students for individual or small group counseling. 2. Provides individual counseling and small group counseling using accepted Theories and techniques appropriate for school counseling and the global society. 3. Demonstrates the use of developmentally appropriate small group and individual techniques that are relevant to the topic and to the students needs and concerns. 4. Assists students in establishing concrete, behavioral plans aimed at problem resolution. The professional school counselor consults effectively with parents, teachers, administrators, and other relevant individuals. The professional school counselor: 1. Uses an effective consultation model and appropriate procedures in consulting with individuals and groups. a. Interprets information and ideas effectively. b. Gathers information as needed to consult effectively and efficiently. c. Understands consultees responsibility and goals. d. Establishes credibility by suggesting a variety of options, alternatives, resources or strategies. e. Is appreciative of ideas expressed by others. 2. Coordinates the development and implementation of the consultees plan of action. a. Encourages input form consultee. b. Facilitates communication promoting a spirit of compromise and Cooperation. The professional school counselor implements an effective referral process in collaboration with parents, administrators, and other school personnel. The professional school counselor: 1. Understands and articulates the rationale and criteria for the referral process. 2. Develops and maintains a current list of appropriate and effective referral sources. 3. Determines the need for, and makes referrals when necessary. 4. Assists students and their parents during and after the referral process. 5. Keeps teachers informed about the referral process as appropriate. 6. Participates in the development of follow-up activities for students. 11

Standard 4 The professional school counselor implements the System Support Component through effective guidance program management and support for other educational programs. Criterion: The professional school counselor provides a comprehensive and balanced guidance program in collaboration with school staff. The professional school counselor: 1. Provides comprehensive guidance program activities consistent with identified student needs. a. Conducts formal and informal needs assessment to determine needs and priorities as perceived by students. b. Follows priorities established in the comprehensive guidance program framework. 2. Uses sound organizational skills a. Sets timelines and follows them. b. Operates from a program calendar. 3. Use resource effectively. 4. Establishes and carries out an effective comprehensive guidance program evaluation. a. Evaluates effectiveness of guidance activities. b. Uses results of evaluation to improve guidance program. 5. Explains the philosophy , priorities , and practices of the comprehensive guidance program effectively and articulately to school staff, parents, and the community. The professional school counselor provides support for other school programs. The professional school counselor: 1. Serves on building and district committees as appropriate. 2. Works cooperatively with other school personnel in the best interest of students and for the betterment of the district. 3. Carries our fair share responsibilities as appropriate. Standard 5 - The professional school counselor uses professional communication and interaction with the school community. Criterion: The professional school counselor demonstrates positive interpersonal relations with students. The professional school counselor: 1. Promotes positive self-image in students. 2. Provides a climate, which opens up communication with students. 3. Interacts with students in a mutually respectful and friendly manner. 4. Makes an effort to know students as individuals. 5. Is available to all students. 6. Uses discretion in handling confidential information and difficult situations. The professional school counselor demonstrates positive interpersonal relations with educational staff. The professional school counselor: 1. Works cooperatively with colleagues in planning guidance activities. 12

2. Shares ideas, materials, and methods with other staff members. 3. Works well with support staff. 4. Works cooperatively with the schools administration to implement policies and regulations for which the school is responsible. 5. Informs administration and/or appropriate school personnel of schoolrelated matters. The professional school counselor demonstrates positive interpersonal relations with parents/patrons. The professional school counselor: 1. Cooperates with parents in the best interest of the student. 2. Provides a climate which open up communication with parents. 3. Handles expressions of conflict in a constructive manner. 4. Promotes patron involvement with the school. 5. Initiates communication with parents as appropriate.

Standard 6 - The professional school counselor fulfills professional responsibilities. Criterion: The professional school counselor demonstrates a commitment to ongoing professional and responsible work habits. The professional school counselor: 1. Participates in professional activities such as membership and involvement in professional organizations, coursework, workshops, and conferences. 2. Seeks opportunities to learn from colleagues, students, parents, and community. 3. Keeps abreast of development in the counseling profession including the use of technology. The professional school counselor possesses professional and responsible work habits. The professional school counselor: 1. Carries our guidance responsibilities promptly and accurately in accordance with established job description. 2. Uses available technology as a management and counseling tool. The professional school counselor follows the professions ethical and legal standards and guidelines, as well as promotes cultural diversity and inclusivity in school policy and interpersonal relationships. The professional school counselor: 1. Observes ethical standards of the American School Counselor Association and the American Counseling Association. 2. Adheres to district policies and legal guidelines. 3. Does not reveal confidential information inappropriately. 4. Does not impose personal value judgments on students, their families or on school staff. 5. Promotes equity with respect to gender, ethnicity, or the ability of students. 6. Promotes cultural diversity and inclusivity in school policy and interpersonal relationships. The professional school counselor contributes to the good of the school & district by sharing responsibility for committees, extra-curricular activities, and student management. 13

GLOSSARY
Artifacts are those documents or tangible items of information related to performance. Criteria are the job-related expectations of the counselor, which are based upon studies of effective teaching and schooling. Descriptors are phrases describing behaviors, which help to communicate the meaning of a criterion. The descriptors are not an all-inclusive listing of the behaviors that might be associated with a criterion. District Evaluation Committee is a committee appointed by the Superintendent of Schools for the purpose of reviewing the evaluation system. The committee is composed of counselors and administrators. Measurable Objectives are specific goals. They are expressed in numerical terms, such as a 20% improvement, or a minimum of 80 students and are supported with data. Performance Areas are groupings of criteria, which are similar. Performance-Based Counselor Evaluation is a process for professional development, which includes identifying performance expectations, documenting performance, conferencing about performance, discussing opportunities to improve or enrich performance, and making personnel decisions based upon performance. Non-Observed Data are information the supervisor seeks from others. Use of this data is rare, especially without support of the counselor (i.e.) interviews with other counselors, students, and parents. Planned Performance Data is data collected purposefully by the supervisor. Portfolio is a counselors collection of data reflecting performance, development, and involvement. Professional Develop Plan is a plan developed by the counselor to formalize and document professional growth connected with the comprehensive school improvement plan, building goals and student instruction and learning. Professional Enrichment Plan (PEP) is a plan developed by the counselor to focus on a specific aspect of professional development with support from the supervisor and/or peers. Professional Improvement Plan (PIP) is a plan to assist the counselor in attaining a satisfactory level of performance on each criterion with support from the supervisor.

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Scheduled Observation is a planned observation of performance, which includes preobservation discussion, the observation and documentation, and post-observation discussion. Summative Evaluation Report is the document used to summarize the evaluators rating of performance for each criterion. Supervisor is a person responsible for administering the evaluation process. Unscheduled Observed Data are those collected by the supervisor when a preobservation conference was not held. Unplanned Performance Data is data collected in the natural course of events in the operation of a school.

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Performance-Based Counselor Evaluation

Raymore-Peculiar School District

SUMMATIVE COUNSELOR EVALUATION

Counselor: _________________ Date: _____________ Evaluator: __________________________
U = Unsatisfactory NI = Needs Improvement S = Satisfactory. Needs Enhancement ME = Meets Expectations

Evaluation Criteria
STANDARD 1 The professional school counselor implements the Guidance Curriculum Components through the use of effective instructional skills and careful planning of structured group sessions for all students. The professional school counselor teaches guidance units effectively. The professional school counselor encourages staff involvement to ensure the effective implementation of the guidance curriculum STANDARD 2 The professional school counselor implements the Individual Planning Component by guiding individuals and groups of students and their parents through the development of educational and career plans. The professional school counselor, in collaboration with parents, helps students establish goals and develop and use planning skills. The professional school counselor demonstrates accurate and appropriate interpretation of assessment data and presentation of relevant, unbiased information. STANDARD 3 The professional school counselor implements the Responsive Services Component through effective use of individual and small group counseling, consultation, and referral skills. The professional school counselor counsels individual students and small groups with identified needs/concerns. The professional school counselor consults effectively with parents, teachers, administrators, and other relevant individuals. The professional school counselor implements an effective referral process in collaboration with parents, administrators, and other school personnel.

Administrators Comments
U NI S ME

NI

ME

NI

ME

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STANDARD 4 The professional school counselor implements the System Support Component through effective guidance program management and support for other educational programs. The professional school counselor provides a comprehensive and balanced guidance program in collaboration with school staff The professional school counselor provides support for other school programs. STANDARD 5 The professional school counselor uses professional communication and interaction with the school community. The professional school counselor demonstrates positive interpersonal relations with students. The professional school counselor demonstrates positive interpersonal relations with educational staff. The professional school counselor demonstrates positive interpersonal relations with parents/patrons. STANDARD 6 The professional school counselor fulfills professional responsibilities. The professional school counselor demonstrates a commitment to ongoing professional and responsible work habits. The professional school counselor follows the professions ethical and legal standards and guidelines, as well as promotes cultural diversity and inclusivity in school policy and interpersonal relationships. The professional school counselor contributes to the good of the school & district by sharing responsibility for committees, extra curricular activities, and student management. The professional school counselor follows school and district policies and procedures. PDP/PEP Review (Forms, Portfolio and/or Artifacts) Special Education Responsibilities The professional school counselor maintains records, makes modifications, communicates with special service teachers & parents, attends staffings when required, and implements IEP/504 goals & requirements. The professional school counselor meets district, state, and federal regulations.

NI

ME

NI

ME

NI

ME

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Performance-Based Counselor Evaluation Summative Evaluation

Evaluators Comments:

Raymore-Peculiar School District

Counselors Comments:

Counselors Name:

Date:

Evaluators Signature

Date:

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