Formal Professional School Counselor Observation Form
Directions: Observers must use this form to provide feedback to school counselor about the observation. Some standards may not be documented in a single observation. Refer to the Performance Standards for examples of performance indicators (Part II). Components of RPS Instructional Model shall be evident during the classroom observation. A copy of this form will be given to the school counselor.
Counselor’s Name: ______Location: ______
Observer’s Name: ______Observer’s Title: ______
Date of Observation: ______Time of Observation: ______Subject/Grade:______
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1. Professional Knowledge: The school counselor demonstrates an understanding of the Virginia School Counselor Association (VSCA) standards and the developmental needs of the students by providing relevant learning experiences.1.1 Effectively addresses appropriate VSCA standards.
1.2 Integrates key content elements and facilitates students’ use of higher level thinking skills
1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. / 1.4 Demonstrates skills relevant to the VSCA model.
1.5 Provides services based on goals that reflect high expectations and an understanding
1.6 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group.
1.7 Communicates clearly and checks for understanding.
Comments:
2. Instructional Planning: The school counselor plans using the VSCA standards, and effective strategies, resources, and data to meet the needs of all students.
2.1 Uses student learning data to guide planning.
2.2 Plans for differentiated services. / 2.3 Aligns objectives to the school’s mission and student learning needs.
2.4 Develops appropriate long- and short-range plans and adapts plans when needed.
Comments:
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3. Instructional Delivery: The school counselor effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.Engages and maintains students in active learning through collaboration with instructional staff.
3.1 Builds upon students’ existing knowledge and skills.
3.2 Differentiates services to meet the students’ needs.
3.3 Reinforces learning goals by providing support to students through career, social and academic development. / 3.4 Uses a broad repertoire of strategies to engage students in active learning using simulations, games, structured activities, manipulatives, support groups, guest speakers and discovery learning.
3.5 Uses instructional technology to enhance student learning.
3.6 Communicates clearly and checks for understanding.
Comments:
4. Assessment of and for Student Learning: The school counselor systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.
4.1 Uses school data to make decisions regarding student choice of classes and special programs.
4.2 Analyzes data from the counseling program to make decisions regarding program revisions.
4.3 Adds, all of data to ensure every student has equity and access to a rigorous academic curriculum. / 4.4 Gives constructive and frequent feedback to students on their learning.
4.5 Understands and uses data to establish goals and activities to close the gap.
4.6 Assists with the coordination and interpretation of standardized tests.
4.7 Interprets data from the cumulative records for students their parents and others who are professionally concerned.
4.8 Works with teachers and administrators to assist with the placement of students in appropriate courses, programs, and grade levels.
Comments:
5. Learning Environment: The school counselor supports the use of resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
5.1 Provides a comprehensive school counseling program in collaboration with school staff to foster personal, social, career and academic aspects of student learning.
5.2 Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. / 5.3 Promotes cultural sensitivity.
5.4 Respects students’ diversity, including language, culture, race, gender, and special needs.
5.5 Actively listens and pays attention to students’ needs and responses.
5.6 Maximizes instructional learning time by working with students individually as well as in small groups or whole groups.
Comments:
6. Professionalism: The school counselor maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.
6.1 Collaborates and communicates effectively within the school community to promote students’ well-being and success.
6.2 Adheres to federal and state laws, school policies, and ethical guidelines.
6.3 Incorporates learning from professional growth opportunities into instructional practice.
6.4 Sets goals for improvement of knowledge and skills.
6.5 Supports activities outside the classroom intended for school and student enhancement. / 6.6 Works in a collegial and collaborative manner with administrators, other school personnel, and the community.
6.7 Builds positive and professional relationships with parents/guardians through frequent and effective communication concerning students’ progress.
6.8 Serves as a contributing member of the school’s professional learning community through collaboration with colleagues.
6.9 Demonstrates consistent mastery of standard oral and written English in all communication.
Comments:
7. Student Academic Progress: The work of the school counselor results in acceptable, measurable, and appropriate student academic progress.
7.1 Assists students in setting acceptable, measurable, and appropriate achievement goals for progress based on data.
7.2 Monitors the progress of students throughout the year.
7.3 Provides evidence of academic interventions (i.e. small group, classroom guidance, individual counseling, parent communication and conferences, etc.). / 7.4 Analyzes and interprets data, (i.e. grades, achievement test scores, language development measures, teacher and parent questionnaires, and student interviews) in order to advise students in setting clear goals for student improvement or enrichment.
7.5 Regularly monitors student progress and communicate the purpose, design, and results of assessments to various audiences, including the state-provided growth measure when available as well as other measures of academic progress.
Comments:
Additional Comments:
Teacher’s Signature ______Date ______
Observer’s Signature ______Date ____
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