1
Michigan School Counselor Performance
Evaluation Tool
2016
Developed by
The Michigan School Counselor Association
Counselor Annual Management Agreement
Counselor Evaluation Rubric
Counselor Evaluation Summary Sheet
Revised November 2016
2
Annual Management Agreement *
(Counselor/Principal Agreement)
School Counselor______________________________________________________Year________________________
School Counselor Goals: The school counselor and administrator will identify a personal growth goal and a student
growth goal. Goals must be SMART (Specific, Measurable, Attainable, Results Oriented {use of data}, and Time Bound).
The personal growth goal could be developed from (but not limited to) any of the competencies in the school counselor
performance rubric. See examples of personal and student goals in the Appendix.
Personal Growth Goal: ____________________________________________________________________________
________________________________________________________________________________________________
Student Growth Goal: ______________________________________________________________________
______________________________________________________________________________________________
Counselor Evaluation Plan
Evaluation Weight Assigned: In the Evaluation Weight Assigned column, record the percent of emphasis each
evaluated area will receive.
Note: All components are required for a comprehensive school counseling program.
Evaluation
Area
School Counselor Activities
Evaluation
Weight
Assigned
(Percentage)
Direct Services to
Students
(Direct and
Indirect Services total
80% or more of the
counselor’s time)
Area I: School Counseling
Core Curriculum
Provides developmental
curriculum content in a
systematic way to all students
Area II: Individual Student
Planning
Provides activities designed to
help students establish personal
goals and future plans
Area III: Responsive
Services
Addresses the immediate
concerns of students
Indirect Services
for Students
Area IV: Indirect Student
Services (referrals,
consultation, collaboration)
Interacts with others to provide
support for student achievement
Program Planning
and School
Support
(20% or less of the
counselor’s time)
Area V: Program Planning
and School Support
(foundation, management,
accountability and school
support)
Plans and evaluates the school
counseling program and
participates in school support
activities
Professional
Behavior
Area VI: Professional
Behavior
Maintains a high level of
professional behavior and
attitude
Student Growth
Goal
State-mandated
Facilitates achievement of
student growth goal.
25%
100%
3
Planning and Managing the School Counseling Program
Program Planning and Results Documents
The following documents may be helpful for developing and managing the school counseling program. Refer to the ASCA
National Model: A Framework for School Counseling Programs (2012). Check documents you will use.
__ Annual Calendar __ Closing-the-Gap Action Plans
__ Curriculum Action Plan __ Results Reports (from last year’s action plans)
__ Small-Group Action Plan __ Other
Professional Development
I plan to participate in the following professional development based on the school counseling program goals.
_________________________________________________________________________________________________
Professional Collaboration and Responsibilities (Choose all that apply)
Weekly/Monthly
Coordinator
Budget Materials and Supplies
Annual Budget $__________ Materials and supplies needed:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
School Counselor Availability/Office Organization
The school counseling office will be open for students/parents/teachers from __________to___________
Counselor hours ____________to____________ (if flexible scheduling is used)
The Role and Responsibilities Assumed by Other Staff and Volunteers
Responsibilities for the support services provided to the counseling team will be divided among the support
services staff:
The counseling office assistant will: __________________________________________________________
The data manager/registrar will:______________________________________________________________
The attendance clerk will:___________________________________________________________________
The testing coordinator will: _________________________________________________________________
Other staff will: ___________________________________________________________________________
Volunteers will: ___________________________________________________________________________
School Counselor Signature _________________________________________ Date ____________________________
Principal Signature ________________________________________________ Date ____________________________
*ASCA document altered to meet the responsibilities of Michigan School Counselors.
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SCHOOL COUNSELOR PERFORMANCE
EVALUATION RUBRIC
The School Counselor Evaluation Rubric is scored at the end of the year. It is recommended the school counselor and the administrator complete the
rubric independently. Columns are provided on the rubric for each party to indicate the item score. A face-to-face meeting will provide opportunity to
discuss any discrepancy between the scores. For each area, total the competency scores and divide by the number of items assessed (do not include any
competency areas marked NA.) See the ASCA National Model: A Framework for School Counseling Programs (2012) for examples of data collection.
Counselor
Name
___________________________
Date:
________________
PERFORMANCE
AREA
SCHOOL
COUNSELOR
COMPETENCY
INEFFECTIVE
0 Points
MINIMALLY
EFFECTIVE
1 Point
EFFECTIVE
2 Points
HIGHLY
EFFECTIVE
3 Points
SCORE
NA*
Counselor
Admin
AREA I
DIRECT
SERVICES
Implements the
School Counseling
Core Curriculum
Component
through effective
instructional skills
and the careful
planning of group
sessions for all
students
(classroom activities,
group activities,
etc.)
Weight Assigned:
_______
1. Effectively
plans school
counseling core
curriculum
consistent with
identified student
needs.
Competency not
present.
Possesses basic
understanding that a
school counseling core
curriculum exists but
designs lessons that are
unrelated to identified
student needs.
Is knowledgeable
about the school
counseling core
curriculum and
designs lessons that
address identified
student needs.
Actively assists in
planning the school
counseling core
curriculum, which
addresses identified
student needs and is
regularly updated.
2. Uses effective
instructional
techniques.
Competency not
present.
Uses a lesson plan with
minimal evidence of
student learning.
Unable to establish and
maintain a positive
learning environment.
Delivers lesson plans
that are effective and
engage students in
learning.
Consistently uses a
variety of instructional
strategies that consider
diverse student needs
and learning
differences while
engaging all students.
3. Uses data to
demonstrate the
effectiveness of the
school counseling
core curriculum.
Competency not
present.
Rarely collects and uses
data to demonstrate
the effectiveness of the
school counseling core
curriculum.
Periodically collects and
uses data to
demonstrate the
effectiveness of the
school counseling core
curriculum.
Frequently collects and
uses data to
demonstrate the
effectiveness of the
school counseling core
curriculum.
Comments:
* Will not be evaluated per administrator/counselor management agreement
Total: __________ Divided by __________ = __________
Sum of Scores # of items Total Score
5
PERFORMANCE
AREA
SCHOOL
COUNSELOR
COMPETENCY
INEFFECTIVE
0 Points
MINIMALLY
EFFECTIVE
1 Point
EFFECTIVE
2 Points
HIGHLY
EFFECTIVE
3 Points
SCORE
NA*
Counselor
Admin
AREA II
DIRECT
SERVICES
Implements the
Individual
Student Planning
(ISP)
Component with
individuals and
groups of students
for educational and
career
appraisal,
advisement, and
transitions
Weight Assigned:
_______
1. Plans and
conducts student
meetings using
educational and
career activities
consistent with
identified student
needs.
Competency not
present.
Follows a prepared
format without
consideration of
individual students
characteristics/needs.
Follows a prepared
format in ISP meetings
with accurate
information that is clear,
unbiased with
consideration of
individual student
characteristics/needs.
Pre-plans and facilitates
the ISP meeting with
accurate information
that is clear, unbiased,
and with consideration
of individual student
characteristics/needs.
2. Involves
student/parent(s)
in personalized
educational and
career planning.
Competency not
present.
Presents information to
student/parent(s), but
does not integrate it
with the individual
student plan.
Uses educational and
career information with
student/parent(s) and
integrates it with the
individual student plan.
Uses educational and
career information with
student/parental input
that integrates with the
individual student plan.
3. Provides accurate
and appropriate test
interpretation.
Competency not
present.
Can identity high and
low scores but cannot
relate that information to
students in a useful way.
Understands and
interprets assessment
results and
communicates them
accurately to students
for planning purposes.
Is knowledgeable about
each test used and can
accurately interpret
results. Demonstrates to
the student how the
information can be
helpful in educational
and career planning.
4. Uses data to
demonstrate that
individual student
planning
interventions are
effective.
Competency not
present.
Rarely collects data to
influence planning and
interventions which
promote student success.
Regularly attempts to
collect data to influence
planning and
interventions which
promote student
success.
Frequently collects and
uses data to influence
planning and
interventions which
promote student
success.
Comments:
* Will not be evaluated per administrator/counselor management agreement
Total: __________ Divided by __________ = __________
Sum of Scores # of items Total Score
6
PERFORMANCE
AREA
SCHOOL
COUNSELOR
COMPETENCY
INEFFECTIVE
0 Points
MINIMALLY
EFFECTIVE
1 Point
EFFECTIVE
2 Points
HIGHLY
EFFECTIVE
3 Points
SCORE
NA*
Counselor
Admin
Area III
DIRECT
SERVICES
Implements
Responsive
Services
Component
(personal/small
group counseling,
and crisis
counseling)
Weight Assigned:
_______
1. Demonstrates
positive interpersonal
relationships with
students.
Competency not
present.
Does not relate well with
all students. Has
difficulty establishing a
professional and
appropriate counseling
relationship.
Develops relationships
that are professional,
warm and appropriate
with all students.
Develops relationships that
are professional, warm, and
appropriate with all students.
Uses strong interpersonal
skills to encourage student
contact.
2. Provides accurate
identification of issues
and develops
appropriate actions,
using listening and
responding skills
effectively.
Competency not
present
Lacks depth of
understanding of main
issues and is rarely able
to develop appropriate
action plans.
Accurately identifies
main issues and helps
students develop
appropriate action plans.
Accurately identifies issues,
causes, and dynamics
underlying student behavior
in order to support students
in making appropriate action
plans.
3. Uses listening and
responding skills
when counseling and
advising.
Competency not
present.
.Rarely uses effective
listening and responding
skills when counseling
and advising.
Often uses effective
listening and responding
skills when counseling
and advising.
Always uses effective
listening and responding
skills when counseling and
advising.
4. Uses small group
leadership skills to
address student needs.
Competency not
present.
Rarely uses small group
process to address
student needs.
Often uses small group
process to address
student needs.
Frequently uses small group
process to address student
needs.
5. Uses data to
demonstrate that
counselor responsive
service interventions are
effective in promoting
student success.
Competency not
present.
Rarely collects and uses
data to demonstrate that
counselor responsive
services affect student
success.
Periodically collects and
uses data to demonstrate
that counselor
responsive services
affect student success.
Frequently collects and uses
data to demonstrate that
counselor responsive
services affect student
success.
Comments:
* Will not be evaluated per administrator/counselor management agreement
Total: __________ Divided by __________ = __________
Sum of Scores # of items Total Score
7
PERFORMANCE
AREA
Area IV
INDIRECT
SERVICES
Implements
services through
referrals,
consultation and
collaboration
Weight Assigned:
_______
SCHOOL
COUNSELOR
COMPETENCY
INEFFECTIVE
0 Points
MINIMALLY
EFFECTIVE
1 Point
EFFECTIVE
2 Points
HIGHLY
EFFECTIVE
3 Points
SCORE
NA*
Counselor
Admin
1. Understands legal
and ethical issues as
related to
appropriately referring
students.
Competency not
present.
Is unfamiliar with
ethical and legal
guidelines. Exceeds
professional limits and
reluctantly uses referral
sources.
Is familiar with and
follows professional
ethical and legal
guidelines. Is aware of
professional limits and
knows how to make
appropriate referrals.
Is familiar with and follows
professional ethical and
legal guidelines, is aware of
professional limits, knows
how to make appropriate
referrals, and continues to
develop knowledge of
current referral sources.
2. Communicates
effectively and
demonstrates positive
interpersonal
relationships with all
stakeholders.
Competency not
present.
Shows minimal effort in
consulting and
collaborating with
stakeholders and
struggles to establish
positive working
relationships.
Consults and
collaborates with all
stakeholders as
requested in a
professional,
appropriate, and timely
manner.
Frequently and pro-actively
consults and collaborates
with stakeholders as
necessary in a professional,
appropriate, and timely
manner.
3. Communicates
effectively with diverse
populations.
Competency not
present.
Has limited
understanding of how
diversity impacts
communications and
avoids involvement in
issues of diversity.
Understands and accepts
the diverse backgrounds
of others and how
diversity impacts
communication.
Regularly engages in
issues of diversity.
Applies skills that promote
inclusiveness and attempts
to close achievement
and/or opportunity gaps.
Comments:
* Will not be evaluated per administrator/counselor management agreement
Total: __________ Divided by __________ = __________
Sum of Scores # of items Total Score
8
PERFORMANCE
AREA
SCHOOL
COUNSELOR
COMPETENCY
INEFFECTIVE
0 Points
MINIMALLY
EFFECTIVE
1 Point
EFFECTIVE
2 Points
HIGHLY
EFFECTIVE
3 Points
SCORE
NA*
Counselor
Admin
Area V
PROGRAM
PLANNING AND
SCHOOL
SUPPORT
Implements
Program Planning
and School
Support indicators
(Program
Management,
Professional
Development,
Data Analysis,
Fair-share
Responsibilities)
Weight Assigned:
_______
1. Manages time to
assure delivery of a
comprehensive and
balanced school
counseling program
that is consistent
with building and
district goals.
Competency not
present.
Has difficulty managing
multiple tasks in a
timely manner. Does not
seek assistance when
needed.
Manages time and
multiple tasks effectively.
Asks for assistance when
needed.
Adjusts easily to managing
multiple tasks.
Delegates specific tasks
when appropriate.
2. Implements a
plan for continuous
professional
development.
Competency not
present.
Reads materials that are
required and meets the
minimum hours
required for
professional
development.
Initiates professional
development by reading
professional articles and
participating in at least
two counseling-related
professional development
activities during the year
to improve skills.
Belongs to professional
associations, reads
numerous articles or books
about the profession, and
participates in more than
two professional
development activities
during the year to improve
skills.
3. Uses results data
(student
achievement,
attendance and
behavior) for
program
accountability and
closing the gap.
Competency not
present.
Rarely monitors data that
indicate student
achievement trends.
Rarely uses data for
program. Does not
monitor data over time.
Regularly identifies data
that indicate student
achievement trends. Uses
data to make program
changes. Occasionally
monitors data over time.
Frequently identifies
and presents to
stakeholders data that
indicate student
achievement
trends. Uses data to make
program changes or changes
in student interventions.
Monitors data over time.
4. Is actively involved
in school
improvement
initiatives, supports
other school
programs, and
accepts fair share
responsibilities.
Competency not
present.
Has limited involvement
in school improvement
initiatives or support for
other school programs.
Rarely attends after
school activities.
Is aware of important
school improvement
initiatives, participating
on committees when
asked. Occasionally
attends after school
activities.
Actively participates on
committees and
initiatives that facilitate
school improvement.
Frequently attends after
school activities.
Comments:
* Will not be evaluated per administrator/counselor management agreement
Total: __________ Divided by __________ = __________
Sum of Scores # of items Total Score
9
PERFORMANCE
AREA
SCHOOL
COUNSELOR
COMPETENCY
INEFFECTIVE
0 Points
MINIMALLY
EFFECTIVE
1 Point
EFFECTIVE
2 Points
HIGHLY
EFFECTIVE
3 Points
SCORE
NA*
Counselor
Admin
Area VI
PROFESSIONAL
SCHOOL
COUNSELOR
Maintains a high
level of
Professional
behavior and
attitude.
1. Seeks
consultation and
supervision for
continuous
professional
growth.
Competency not
present.
Occasionally asks
questions of a basic
nature.
Periodically consults with
other professionals. Asks
questions about procedures.
Upon suggestion may observe
others as a model to gain new
ideas.
Frequently contacts other
professionals seeking
suggestions and
feedback for continuous
growth.
2. Maintains
professional and
responsible work
habits.
Competency not
present.
May not maintain a
reliable and consistent
work schedule.
Inconsistent professional
demeanor and attire.
Maintains a reliable and
consistent work schedule
to accomplish necessary
tasks. Consistently displays
professional demeanor and
attire.
Maintains a reliable and
consistent work
schedule in order to
accomplish tasks, often
arriving early and/or
staying late.
Consistently displays
professional demeanor
and attire.
3. Demonstrates
initiative within the
department.
Competency not
present.
Is rarely willing to take
the lead in projects or
tasks. When the lead is
taken, cannot plan events
without direct
supervision. Is
inconsistent in
establishing objectives
and/or procedures to
reach an established
goal.
Periodically takes the lead in
assigned projects or tasks.
Can establish workable
objectives and procedures for
tasks which are well-defined
and which have set goals.
Frequently takes the lead
in projects or tasks
which are assigned or
self-initiated. Establishes
clear goals, objectives,
and procedures where
needed and can
communicate those
expectations effectively
to all.
Continued on the next page.
10
PERFORMANCE
AREA
SCHOOL
COUNSELOR
COMPETENCY
INEFFECTIVE
0 Points
MINIMALLY
EFFECTIVE
1 Point
EFFECTIVE
2 Points
HIGHLY
EFFECTIVE
3 Points
SCORE
NA*
Counselor
Admin
Area VI
(Continued)
PROFESSIONAL
SCHOOL
COUNSELOR
Maintains a high
level of
professional
behavior and
attitude.
Weight Assigned:
_______
4. Practices
according to the
ethical and
professional
standards and
legal guidelines.
Competency not
present.
Is unfamiliar with current
ethical and legal guidelines.
Understands the legal
and ethical constraints
in delivering the school
counseling program and
periodically consults
with other professionals
in decision-making.
Understands the legal
and ethical constraints in
delivering the school
counseling program and
frequently applies those
principles and consults
with other professionals
in decision making.
5. Uses written
communication
that is clear,
grammatically
correct, and well
organized.
Competency not
present.
Uses written communication
that includes most important
points but needs more clarity
and organization. Contains
grammatical errors.
Uses written
communication that
clearly explains its
purpose, is instructive to
its audience, and is
error- free.
Uses written
communication that is
clear, instructive,
accurate, and error-free.
It maintains a warm but
professional style.
6. Operates
within established
procedures,
policies, and
priorities.
Competency not
present.
Is minimally aware of
established procedures,
policies, and priorities.
Follows established
procedures, policies,
and priorities. Consults
when clarification is
needed.
Follows policies and
procedures and
skillfully applies
policies with
judgment and
compassion.
7. Uses
technology to
enhance program
delivery.
Competency not
present.
Has limited use of basic
technology tools.
Demonstrates
fundamental use of
technology to
communicate, present,
and disseminate
data/information.
Uses many available
forms of technology for
the enhancement of the
school counseling
program and
encourages student use
of technology in
informed decision-
making.
Comments:
* Will not be evaluated per administrator/counselor management agreement
Total: __________ Divided by __________ = __________
Sum of Scores # of items Total Sco
11
Summary of School Counselor Performance Evaluation
Rubric
Counselor Name: ______________________ Evaluator Name: _________________ Date: __________
Instructions for evaluation:
There are two separate parts of the school counselor performance evaluation tool: the Administrator-Counselor Annual
Management Agreement and the School Counselor Performance Evaluation Rubric.
The Administrator-Counselor Annual Management Agreement is to be completed before the beginning of the academic
school year. It outlines the agreed upon duties for the year and the elements of performance listed on the rubric that will
be evaluated. Depending on the school counseling program that is to be delivered, it is possible that not all items on the
rubric will be scored. Those skills not a part of the evaluation will be indicated as NA.
The School Counselor Performance Evaluation Rubric is scored at the end of the year. It is recommended the school
counselor and the administrator complete the rubric independently. Columns are provided on the rubric for each party to
indicate the item score. A face-to-face meeting will provide opportunity to discuss any discrepancy between the scores.
RATING BY AREA
SCORING POINTS
Evaluation
Percentage
[from Annual
Agreement]
Rubric Area
Calculated
Score
Multiply
Percent by
area score
AREA I –School Counselor
Core Curriculum
AREA II – Individual Planning
AREA III – Responsive Services
AREA IV –Indirect Services
(Referrals, Consultation, and
Collaboration)
AREA V –Program Planning
and School Support
(Foundation, Management,
Accountability, and School
Support)
AREA VI – Professional
Behavior
Student
Growth Goal
25%
100%
/100
Total score Final Score
Step 1: Assign the percentage rate for each area to the summary grid above. The total should equal 100%. Use the Annual
Management Agreement to help establish these percentages.
Step 2: Find the Rubric Area Calculated Score by dividing the accumulated points by the number of scored items
Skills labeled NA are not included in the calculations. For example, Area 1 has 5 skills. If skill #3 were NA, divide the total
points earned by 4.
Step 3: Using the Evaluation Percentage as a whole number, multiply it with the Rubric Area Calculated score.
Step 4: Overall Performance Rubric Rating: Total all the areas and divide the total score by 100 to get a final score.
Use the table on the following page to determine the proper level of effectiveness.
12
Ineffective
0 - .70
Minimally Effective
.71 - 1.65
Effective
1.66 - 2.60
Highly Effective
2.61 - 3.00
Counselor’s over-all status: Cumulative score: _______ is at level: [Circle one]
INEFFECTIVE MINIMALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE
Unacceptable
Needs
improvement
Acceptable
The Counselor attendance
was:
The Counselor personal
discipline record was:
Achievement of Personal
Growth Goal:
A designation of ‘Unacceptable” or “Needs Improvement” may generate an additional professional goal for
the coming year.
STRENGTHS
GROWTH AREAS
Counselor Signature:
Administrator Signature:
Date:
Date:
Note: These ratings have been discussed between the evaluator and the school counselor. The counselor’s signature does
not necessarily indicate agreement.
13
Appendix
Examples of Personal Growth Goals:
1. I will participate in a minimum of 2 professional development opportunities
to further my develop my competency in working with diverse student
populations, and will demonstrate the knowledge gained in at least two
identifiable ways.
2. I will attend at least 5 school-sponsored activities.
3. I will deliver a needs assessment to the student population and offer at
least one small group to address an identified need.
Examples of Student Growth Goals:
1. Improving academic achievement for a targeted at-risk group (i.e. incoming
freshmen or 6
th
graders, students new to the district, students with ADHD in
the elementary school).
2. Pre/post assessment markers for school counseling classroom lessons,
small group interventions, or school-wide programs (i.e. safe touch,
graduation requirements, study skills, listening skills, problem solving skills,
anti-bullying skills).
3. Choose 5 students who need to reduce self-defeating behavior over a
specific period of time (i.e. poor school attendance, removal from
classroom, problematic behavior on the playground).
14
15