• Job Descriptions & Evaluations
  •       Evidence
    Component Proficient Distinguished K-12 Counseling Program
    1a: Demonstrating Knowledge of Counseling Theory, Best Practice, and Techniques Demonstrates sufficient knowledge of counseling theory, best practice, and comprehensive school counseling based on the ASCA national model. Implements a counseling plan that reflects sound knowledge of theory and best practice for in-person and remote program delivery. Demonstrates extensive knowledge of counseling theory, best practice, and comprehensive school counseling based on the ASCA national model and with focus on historic and systemic barriers.. Implements a counseling plan that reflects extensive knowledge of theory and best practice for comprehensive in-person and remote program delivery for diverse students. Creates developmentally appropriate programming to address student needs; Individual and Group Counseling to address student mindsets and behavior standards: Learning strategies, self-management skills, social skills, student belief systems.
    1b: Demonstrating Knowledge of Child and Adolescent Development Demonstrates sufficient knowledge of child and adolescent development; provides services that are differentiated and developmentally appropriate. Provides comprehensive services, using a continuum of evidence-based methodologies and practices. Demonstrates extensive knowledge of child and adolescent development and historic and systemic factors which impact children. Provides comprehensive services that are highly customized, culturally responsive, and developmentally appropriate, using a continuum of evidence- based methodologies and practices. Aligns services and programs to student developmental levels; Ongoing Individual student conferencing to meet individual academic and social needs; Consults with teachers to schedule and present school counseling curriculum lessons based on developmental needs and needs identified through data.
    1c: Setting Instructional Outcomes and Goals for Comprehensive School Counseling Services Sets program goals based on available data, sufficiently aligned to student's academic, career, and social-emotional development. Initiates program review based on the overall needs of the population and system goals. Sets program goals based on available data and extensively focused on students' academic, career, and social-emotional development. Analyzes, evaluates, and modifies instructional outcomes on a continuous basis; initiates program review for rigor and relevance, measurability, and coherence/alignment with the needs of a diverse population. Sets and monitors program delivery goals; Consistently monitors student portfolios and academic pathways. Conducts pre/post assessment with Tier II intervention groups to determine the effectiveness of group counseling; Evaluates student survey data to determine programming effectiveness and advocates for new initiatives to meet student needs.
    1d: Demonstrating Knowledge of Resources Demonstrates sufficient knowledge of resources; uses this information on a regular basis to inform planning and preparation relative to provision of comprehensive services. Demonstrates extensive knowledge of resources; actively engages in resource mapping. Connects the school community with applicable services in the areas of mental and behavioral health, family and child welfare, academic support and opportunities, and post-secondary pathway; Facilitates remote and on-site family and caregiver educational events based on expressed community needs and interests; Participates in local professional organizations and network with providers on a regular basis to bring new ideas back to District.
    1e: Designing Coherent Service Delivery and School Counseling Program Designs a counseling program sufficiently comprised of related services and activities that have efficacy and meaning for the population. Designs and integrates programs and services in alignment to local, state, and ASCA guidelines to maximize positive outcomes for all students. Designs a counseling program reflective of extensive knowledge of evidence-based strategies and that consists of an extensive array of related activities and services that are equitable and accessible to the population, being particularly mindful of historically marginalized populations. Works with an interdisciplinary team to design and integrate comprehensive services for the individual and system; programs and services are reviewed annually to ensure alignment to local, state, and ASCA guidelines to maximize positive outcomes for all students. Designs and implements instruction aligned to ASCA Student Standards: Mindsets & Behaviors for Student Success in large-group, classroom, small-group and individual settings; Develops and implements lessons based on Pennsylvania Career Education and Work Academic standards; Identifies significant community career trends and collaborates with colleagues and workforce development partners to develop a career guidance curriculum; Provides appraisal and advisement in large-group, classroom, small group and individual settings.
    1f: Designing, Implementing and/or Utilizing Student Assessments Conducts appropriate assessments; matches student needs to service delivery and programming. Reviews student data, providing guidance to stakeholders related to student needs and service delivery. Conducts valid and comprehensive assessments; accurately interprets student needs to inform service delivery and programming at the individual student level. Uses student data to identify and develop student outcome goals; collaborates with relevant stakeholders to design culturally appropriate and equity-based action plans for service delivery and programming Analyzes various academic grade level assessments: MAP, PSSA, PSAT 9/10, PSAT/NMSQT 11, Accuplacer, SAT School Day, ASVAB, marking period report cards and transcripts and utilizes data to drive counseling programming and initiate interventions; Reviews classroom diagnostic tests: CDT, PVAAS and IXL levels to guide student course placement; Utilizes behavioral screening tools: behavior assessment form, risk screening/assessment, threat assessment, parent input packet, orientation data, transition data, and Student Attendance Improvement Plan (SAIP) forms; Administers Holland-based career assessments to drive goal setting and individualized program delivery.
    2a: Creating an Environment of Respect and Rapport Interacts with students, families, staff, and communities (both in person and remotely) in a manner free from conflict and tension. Participates in the development of policies and programs that promote equity and cultural responsiveness. Interacts with students, families, staff, and communities (both in person and remotely); interactions reflect strong rapport and mutual trust, free from conflict and tension. Models respect and rapport; leads in collaborative development of policies and programs that promote equity and cultural responsiveness, sensitive to other factors that may impact interaction and relational trust. Supports and implements SWPBIS; Provides strategies for teachers to support students with trauma; Delivers inclusivity curriculum; Develops and facilitates student and staff recognition programs; Creates and facilitates in-person and remote training opportunities and meetings for community stakeholders; Maintains detailed communication logs to document interactions with families, staff, and students.
    2b: Supporting a Culture for Positive Mental Health and Learning Promotes a school climate that values equity, diversity, inclusion, and high standards for academic, social-emotional, and career development. Demonstrates effectiveness in removing barriers and closing gaps for underserved populations. Collaborates with stakeholders to foster a school climate that values equity, diversity, inclusion, and high standards for academic, social-emotional, and career development. Conveys high expectations for all students to promote growth, risk-taking, and problem-solving. Demonstrates effectiveness in removing barriers and closing gaps for underserved populations; creates a variety of educational opportunities accessible to all. Communicates student expectations through the use of schoolwide PBIS flowchart; Establishes positive school culture through interactions with students and staff to encourage and foster a positive, equitable school climate; Maintains Schoology resource pages which include school counselor, mental health and community resources and calendar of events.
    2c: Managing Procedures Establishes routines, procedures, and practices, whether in-person or remote, minimizing the loss of service delivery time; efficiently manages data systems. Advocates for the welfare and rights of students and demonstrates sufficient expertise to promote changes to student plans, school procedures, building/district policy, school environment, and other related systems. Compliant with legal and ethical requirements. Establishes routines, procedures, and practices, whether in-person or remote, that maximize service delivery and positive student outcomes; manages data systems effectively. Models and leads in the advocacy for the welfare and rights of students and demonstrates expertise to promote changes to student plans, school procedures, building/district policy, school environment, and other related systems. Exemplary compliance with legal and ethical requirements. Collaborates with counseling team to develop and regularly update the PreK-12 Program Calendar; Keeps detailed communication logs including emails, letters, notes regarding phone and in-person conversations with parents, staff, students, community members, providers; Establishes and communicates schedules and timelines for classroom lessons with sufficient planning time; Uses Calendly software to optimize availability and accessibility for in-person and remote learning students and parents; Provides weekly update on counseling department events and information in digital newsletter; Reviews practices and procedures included in student/parent handbook to ensure consistency in counseling department procedures.
    2d: Managing Student Behavior Establishes clear standards of conduct and applies them consistently. Provides assistance to school personnel at the systems, group, and individual level relative to implementation of positive behavioral support strategies and/or a continuum of mental health services that promote equity and access to educational opportunity. Measures student behavior through the lens of historic context and systemic oppression, supporting restorative practices. Demonstrates a high level of understanding of management techniques and a high degree of competence in managing student behaviors in various situations. Provides comprehensive assistance to school personnel at the systems, group, and individual levels relative to implementation of positive behavioral support strategies and/or a continuum of mental health services that promote equity and access to educational opportunity. Evidence of student participation in setting expectations and monitoring behavior. Measures student behavior through the lens of historic context and systemic oppression, advocating and supporting restorative practices, and providing customized response to individual students. Partners with deans, teachers, parents, administrative team and mental health team to provide clear and consistent behavior expectations established through SWPBIS program; Serves as liaison between school and home to promote positive student behavior; Participates in SAP team to provide equitable mental health support to all students; Assists in the development of individual Student Attendance Improvement Plans, providing interventions for negative student behaviors; Prompts student self reflection and goal setting; Works with deans, social worker and in-school support staff to promote restorative practices; Participates in on-going training in Safety Cares and de-escalation techniques.
    2e: Organizing Physical Space Organizes physical and digital spaces with consideration for privacy, safety, and confidentiality. Creates a welcoming and positive environment. Effectively organizes physical and digital spaces to ensure privacy, safety, and confidentiality. Creates a welcoming and inclusive environment that embraces diverse populations. Creates a digital space that includes organized folders with relevant counseling resources for all in-person, virtual and non- traditional students to easily access; Creates Schoology groups for various scholarships and employment opportunities for all students; Provides a safe, confidential, and welcoming physical space that acknowledges and fosters support for underrepresented and diverse populations
    3a: Communicating Clearly and Accurately Uses effective communication strategies with students and families, acknowledging general stakeholder diversity Uses effective and consistent communication strategies with students and families, exhibiting sensitivity regarding cultural, developmental, religious, and other factors. Uses varied and innovative methods to communicate with students. Oral and written communication is clear and expressive, anticipating possible misconceptions. Demonstrates effective oral and written communication skills, resulting in community-building, enhancement, and trust in school counseling services. Use of clear and consistent methods of communication including e-mails, Schoology messaging, Google Voice, Blackboard messaging; Delivers classroom lessons utilize a variety of formats to appropriately and effectively deliver counseling services to students; Documents communication and team decisions via use of SAIP forms, SAP log, Risk Screening and Assessment, and Threat Assessment, and Graduation Planning form.
    3b: Using Questioning and Discussion Techniques Employs multi-tiered, culturally responsive counseling and instructional strategies. Counseling techniques are reflective of a consistent approach to providing student services. Employs multi-tiered, culturally responsive counseling and instructional strategies, with an emphasis on the marginalized and under-represented populations. Counseling techniques are reflective of a holistic and extensive approach to providing student services. Maintains daily contact logs to document intervention with students; Monitors progress of interventions at routine Counselor/Administrative meetings and SAP meetings; Uses translation services to conduct family meetings when applicable; Utilizes group curriculum resources from evidence based programs (i.e.: Second Step and CBT), age and topic appropriate bibliotherapy; Provides students with multiple avenues to share or respond to questions; Uses open-ended questions to engage students in individual and small group counseling.
    3c: Engaging Students in Learning and Development Engages students and stakeholders appropriately. Provides structures and supports to facilitate continued student engagement in learning. Engages students and stakeholders through a culturally responsive learning environment. Mobilizes structures and supports to facilitate continued student engagement in learning. Empowers all parties to take ownership of continued engagement and positive outcomes. Utilizes research-based software (i.e.: Naviance, MyPlanPA, SmartFutures Rithim) to monitor students' interests and plans; Conducts individual student meetings to continually develop post-secondary plans based on students' changing needs and interests; Actively monitors students' submitted artifacts and Graduation Pathway plan); Provides a variety of choice-based family and student educational sessions; Provides students with ability to self-refer to various groups when developmentally appropriate; Creates and facilitates opportunities for students to visit post-secondary institutions and industries; Facilitates student walk-in hours for students to check in with a counselor as needed; Arranges a variety of graduation pathway based on-site and visitations for students (i.e.: guest speakers, job shadowing, military visits, and tours)
    3d: Using Assessment in Delivery of Academic, Career and Personal Social Development Services Uses assessment data to support student learning, career development, social-emotional growth, and overall progress. Shares data with students and adjusts service delivery, as appropriate. Performs a comprehensive analysis of assessment data to continuously monitor and support student learning, career development, social- emotional growth, and overall progress; ensuring equity and considerations of historically marginalized populations are addressed. Collaborates with students to review data and adjust service delivery, as appropriate. Analyzes comprehensive and disaggregated assessment data (i.e.: MAP, PSSA, PSAT 9/10, PSAT/NMSQT 11, Accuplacer); Reviews students' marking period report cards and transcripts to identify students in need of academic intervention; Analyzes SWIS and attendance data to drive counseling programming and initiate behavioral interventions; Reviews classroom diagnostic tests (i.e.: CDT, PVAAS and IXL) to guide student course placement; Utilizes behavioral screening tools: behavior assessment form, risk screening/assessment, threat assessment, parent input packet, orientation data, transition data, and Student Attendance Improvement Plan (SAIP) forms; Administers Holland-based career assessments to drive goal setting and individualized program delivery; Conducts pre and post surveys and provides opportunities for student reflection following individual, small group, and Tier I lessons.
    3e: Demonstrating Flexibility and Responsiveness Uses data to promote the successful goal achievement of all students; makes adjustments as needed to direct and indirect service delivery plans. Operates from a growth mindset; uses data and actively solicits feedback from all stakeholders to inform continuous improvement efforts and related outcomes as a function of direct and indirect service delivery plans. Adapts daily schedules and routines based on student needs; Coordinates with classroom teachers' schedules to deliver counseling programming; Conducts regular at-risk meetings with pertinent stakeholders; Monitors and documents progress of interventions at routine Counselor/Administrative meetings and SAP meetings; Offers counseling center walk-in hours to meet students' varying scheduling needs.
    4a: Reflecting on Professional Practice Demonstrates consistent and sufficient levels of reflective practice relative to adherence to professional, ethical, and legal standards; quality of services; and and/or professional learning needs and opportunities to enhance professional growth. Engages in professional supervision, peer consultation, and mentoring for effective practice and improved program development. Consistently explores and examines implicit biases and the impact on practice and interaction with students. Engages in reflective practice relative to professional, ethical, and legal standards; quality of services; and and/or professional learning needs and opportunities to enhance professional growth. Engages in high levels of regular professional supervision, peer consultation, and mentoring for effective practice. Solicits input from all stakeholders to improve the quality and implementation of the school counseling program. Explores and examines implicit biases and the impact on practice and interaction with students; applies learnings to program practice and development. Participates in regular team meetings to monitor and update the K-12 Guidance Plan and Curriculum Action Plan; Facilitates annual Advisory Council meeting and maintains required documentation; Participates in counselor-specific and schoowide professional development and differentiated supervision to improve practices; Participates in county-wide and regional roundtables and conferences to interface with peers to enhance professional practice.
    4b: Maintaining Accurate And Confidential Records Maintains confidential records according to the local policy and state and federal law Maintains accurate records that are organized and comprehensive Maintains highest level of confidentiality and compliance in accordance with local policy and state and federal law Maintains a well-organized system of record-keeping characterized by accuracy and comprehensiveness; information is readily accessible Maintains confidential records according to District policy; Documents communication and team decisions via use of District-approved SAIP forms, SAP log, Risk Screening and Assessment, and Threat Assessment, and Graduation Planning form; Contributes to the events section of the student's IEP; Documents meetings with students on caseload
    4c: Communicating with Stakeholders Consistently establishes effective home-school partnerships and effectively communicates with families. Informs colleagues of the school counselor services, as related to student needs, educational programs, and career pathways. Highly effective in establishing and maintaining effective home-school partnerships to enhance student achievement; considers factors such as cultural norms in communicating with student and families. Serves as a role model for others on how to communicate and collaborate effectively with stakeholders. Produces and distributes educational material on school counseling role (i.e. back to school brochure and weekly S'More); Provides new student orientation packet and summer family meeting, tour, and orientation; Facilitates family engagement events; Maintains guidance Schoology page and Twitter account for guidance programming; Use of clear and consistent methods of communication including e-mails, Schoology messaging, Google Voice, Blackboard messaging; Delivers classroom lessons utilize a variety of formats to appropriately and effectively deliver counseling services to students; Documents communication and team decisions via use of SAIP forms, SAP log, Risk Screening and Assessment, and Threat Assessment, and Graduation Planning form.
    4d: Participating in a Professional Community Participates in collaborative efforts with colleagues; maintains positive relationships with colleagues. Participates in events or projects for the professional community. Proactively seeks opportunities for professional collaboration with others; maintains productive relationships characterized by mutual support and cooperation. Makes substantial contributions to the professional community. Collaborates with counseling team to develop and regularly update the PreK-12 Program Calendar; Participates in counselor-specific and schoowide professional development and differentiated supervision to improve practices; Participates in county-wide and regional roundtables and state conferences to interface with peers to enhance professional practice.
    4e: Growing and Developing Professionally Seeks out professional learning opportunities. Welcomes feedback to improve practice. Reflects and assesses one's own biases, stereotypes, and level of cultural competence in order to seek further professional development. Proactively seeks opportunities for growth through continual personal and professional reflection. Conducts action research, solicits feedback, and makes important contributions to the profession at the systems level. Pilots new programs, mentors new staff members, and offers professional development opportunities to improve school climate and student experience. Maintains membership in national and county-wide professional organization; Participates in continued educational opportunities to improve practice (i.e.: Drug/Alcohol credentialing; Advanced Studies in School Counseling Master's; Licensed Professional Counselor); Participates in differentiated supervision projects to collaborate with peers to enhance the quality of counseling services.
    4f: Demonstrating Professionalism Demonstrates honesty, integrity, and ethics in professional practice. Demonstrates professionalism when serving students, challenges negative attitudes and practices, and encourages full compliance with applicable regulations. Works actively to bridge gaps for students, particularly underserved populations. Exhibits the highest standards of honesty, integrity, and ethics reflective of the institution and the profession. Inspires professionalism in others through seeking out leadership roles in serving students, challenging negative attitudes and practices, and ensuring full compliance with applicable regulations. Ensures that all students, particularly those traditionally underserved, are honored in the school. Supervises interns and mentors new counselors; Attends trainings on ethics and best practices; Follows ASCA ethical code; Consults with colleagues about ethical issues; Advocates for closing the achievement gap and meeting needs of underserved or students with barriers.