2020-2021 Protocols Educator Development and Support: Counselors - lausd
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Human Resources Division
333 South Beaudry Avenue, 14th Floor
Los Angeles, California 90017
Telephone: (213) 241-3444
2020-2021 Protocols
Educator Development and Support: Counselors
Overview
The purpose of this document is to outline the steps and protocols of the Educator Development
and Support: Counselors (EDSC) process. EDSC includes a series of reflection activities,
observations, evidence collection, conferencing opportunities, and professional goal-setting
activities, all of which are aimed at helping to identify strengths and opportunities for improving
professional practice.
Remote Learning Guidance: In the 2020-2021 school year, observations of practice may be
different than in previous years. With school closures due to the COVID-19 pandemic, classroom
instruction, professional development, and other events/activities may be provided as Fully Remote
virtual learning, Hybrid Learning (in-person blended with virtual), or Traditional in-person learning.
The Remote and Hybrid learning models will include virtual synchronous and asynchronous
delivery. Observations of practice included as a part of the EDSC evaluation cycle (growth plan visit,
observation of practice, and artifacts in the evidence collection) must accommodate virtual learning
as well as traditional learning. This document has been updated to include guidance for observing
virtual instruction. The guidance is shown as blue boxes like this one.
The protocols, including purpose, timeline, role of both administrator and counselor, and
alignment to LAUSD School Counseling Framework elements are outlined for each of the steps
of this process. Please note that while these protocols may be modified to make the process
more meaningful for counselors and administrators, they reflect best practices in coaching
professionals and encouraging professional reflection and growth. It is also important to note
that these procedures are to be used in conjunction with other ongoing observations, meetings
or professional conversations that take place as part of effective ongoing leadership and support
practices in schools.
NOTE: For the evaluation of classroom teachers, refer to the Protocols for the EDS: Teachers
(EDST) process. For the evaluation of non-classroom teachers, refer to the Protocols for the
EDS: Non-Classroom Teachers (EDSNCT) process.
For any questions about the 2020-2021 EDS processes, please contact the Educator
Development and Support staff at MyPGS@lausd.net.2020-21 Protocols
Educator Development and Support: Counselors
Table of Contents
Page
SEQUENCE OF EDSC ACTIVITIES 3
EDSC MAJOR TASKS TIMELINE FOR 2020-21 4-5
EDSC PROTOCOLS
SELF-ASSESSMENT 6
GROWTH PLANNING
• Initial Planning Sheet 7
INITIAL PLANNING CONFERENCE 8-9
GROWTH PLAN VISIT 10
OBSERVATION OF PRACTICE 11-18
• Pre-Observation Steps:
o Lesson Design/Planning 11
o Pre-Observation Conference 12-13
• Observation of Practice
o Observation 14-15
• Post-Observation Steps:
o Lesson Reflection 16
o Post-Observation Conference 17-18
EVIDENCE COLLECTION 18
FORMATIVE ACTIVITIES 19
• Mid-Year Activities
SUMMATIVE ACTIVITIES
• End-of-Year Activities 20
• Final Evaluation Conference 21
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Educator Development and Support: Counselors 2020-20212020-21 Protocols
Educator Development and Support: Counselors
SEQUENCE OF EDSC ACTIVITIES
August/September September October September- March December April April/May
Observation of
Practice:
Growth Growth
• Lesson Design
Counselor Self Growth Initial • Pre-Observation Planning: Planning: Final
Assessment Planning: Planning Conference End-of-Year Evaluation
Mid-Year Reflection
Initial Planning Conference • Observation Reflection Conference
(Confidential) Sheet • Reflection of Practice
• Post-Observation
Conference
• Ratings
Growth Plan Visit
Ongoing
September - March
Evidence Collection
Ongoing
September - April
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Educator Development and Support: Counselors
EDSC MAJOR TASKS TIMELINE FOR 2020-2021
Per the 2015-2016 Reopener Agreement, the timeline below indicates the contractual deadlines for certain EDSC steps (designated
with an asterisk). To support the timely completion of the entire EDSC process, completion dates are also included for all other
remaining EDSC steps. Dates are shown for counselors on C Basis.
MONTH(S) MAJOR TASKS ASSOCIATED COMPLETION DATES
August/September SELF-ASSESSMENT 9/11/2020
September GROWTH PLANNING: 9/25/2020
Initial Planning Sheet
October INITIAL PLANNING Contractual Deadline: 10/09/2020*
CONFERENCE
September-March GROWTH PLAN VISIT by 3/19/2021
September- March OBSERVATION OF Contractual Deadlines:
PRACTICE Observation: by 2/19/2021*
• Pre-Observation Steps Post-Observation: by 3/05/2021*
o Lesson
Design/Planning
Documents
o Pre-Observation
Conference
• Observation of Practice
• Post-Observation
Steps
o Reflection of Note: Post-Observation Conference must be no more than ten work days after the
Practice Observation of Practice.
o Post-Observation
Conference
*Contractual deadlines
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Educator Development and Support: Counselors
MONTH(S) MAJOR TASKS ASSOCIATED COMPLETION DATES
September - March EVIDENCE COLLECTION 4/09/2021
Before End-of-Year Reflection and Conference
December-January Mid-Year Activities 1/29/2021
April End-of-Year Activities 4/23/2021
(including ratings)
May FINAL EVALUATION Contractual Deadline: 5/11/2021*
REPORT
June MyPGS PLATFORM 6/14/2021
CLOSES
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SELF-ASSESSMENT
SELF-ASSESSMENT
Purpose • To assist the counselor in identifying and reflecting on strengths and opportunities for
improving practice
• To assist in developing appropriate objectives and action steps for the Initial Planning Sheet
• To highlight a consistent cycle of reflection as an effective professional practice
Counselor Role Administrator Role
Protocol • Review relevant student achievement data • Self-assessment ratings and reflection are
and/or relevant school-wide data. confidential and not viewable by
• Reflect on practice by analyzing the data administrator.
and the LAUSD School Counseling
Framework (SCF)
• Enter Self-Assessment ratings and
reflection via MyPGS. Ratings are
confidential and not viewable by
administrator.
Timeline Suggested completion date: September 11, 2020
LAUSD School Counseling Framework focus elements included in this task:
Standard 1: Data-Based Decision Making Standard 3: Direct Counseling Services
1.1 Analyzing Data to Inform Decision Making 3.1 Providing Crisis Intervention Services
1.2 Using Data to Monitor Student Progress and 3.4 Supporting Academic Preparation for Post-
Evaluate Services Secondary Students
3.7 Helping Students Establish Goals through the
Standard 2: Communication and Graduation/Culmination Planning Process
Collaboration 3.9 Developing Student Awareness of Self and
2.1 Consulting and Collaborating to Implement Others
Counseling Services
2.2 Communicating with Students Standard 4: Professional Learning,
2.5 Sharing Information with Families, Staff, and Responsibilities and Ethical Practices
Community 4.4 Adhering to Ethical Standards
2.6 Collaborating in Teams to Develop and 4.5 Maintaining Accurate Records
Maintain a Multi-Tiered System of Support 4.6 Advocating for Students
(MTSS)
Standard 5: Leadership and Program
Design
5.5 Demonstrating Knowledge of Students
5.6 Designing Programs for College and Career
Readiness
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GROWTH PLANNING: INITIAL PLANNING SHEET
INITIAL PLANNING SHEET
Purpose • To support the counselor in developing the following:
o Counseling Growth Objective (One SCF focus element from Standards 1, 2 or 3)
o Professional Growth Objective (Any SCF element from Standards 4 or 5)
o Data-Based Objective (Based on relevant student/school-wide data)
• To support the counselor in developing strategies to advance practice in the identified objectives
Counselor Role Administrator Role
Preparation • Review relevant data including: Self-Assessment, • Coach counselors to develop relevant
student assessment results, school-wide data objectives based on:
• Select objectives for growth - Professional conversations
• Select elements best demonstrated during - Relevant counselor/
Observation of Practice activity, other opportunities, student/school data
and evidence collected throughout the year
Timeline Initial Planning Sheet to be submitted to administrator via MyPGS by September 25, 2020.
INITIAL PLANNING SHEET PROTOCOL
Via MyPGS: Via MyPGS:
• Develop a Counseling Growth Objective and • Review counselor’s Initial Planning
strategies targeting one focus element from Sheet.
Standard 1, 2 or 3 of the SCF. • Prepare feedback on objectives and
• Develop a Professional Growth Objective and strategies for the Initial Planning
strategies targeting any element from Standard 4 Conference.
or 5 of the SCF. • Optional: Select additional growth
• Develop a Data-Based Objective and strategies. objective(s) from the SCF for the
• Identify three counselor-selected focus elements counselor to include in their Initial
for the Observation of Practice/Evidence Collection. Planning Sheet, as appropriate.
• Submit the completed Initial Planning Sheet to • Review the three counselor-selected
administrator for review. focus elements for the Observation of
Practice/Evidence Collection.
LAUSD SCHOOL COUNSELING FRAMEWORK ELEMENTS ADDRESSED
Standard 1: Data-Based Decision Making Standard 4: Professional Learning, Responsibilities and
1.1 Analyzing Data to Inform Decision Making Ethical Practices
1.2 Using Data to Monitor Student Progress and Evaluate 4.1 Establishing and Implementing Professional Goals
Services 4.2 Reflecting on Practice
Standard 2: Communication and Collaboration 4.3 Growing and Developing Professionally
2.1 Consulting and Collaborating to Implement Counseling 4.4 Adhering to Ethical Standards
Services 4.5 Maintaining Accurate Records
2.2 Communicating with Students 4.6 Advocating for Students
2.5 Sharing Information with Families, Staff, and Community Standard 5: Leadership and Program Design
2.6 Collaborating in Teams to Develop and Maintain a Multi- 5.1 Taking a Leadership Role
Tiered System of Support (MTSS) 5.2 Designing a Comprehensive Counseling Program
Standard 3: Direct Counseling Services 5.3 Designing Program Assessment
3.1 Providing Crisis Intervention Services 5.4 Managing Routines and Procedures
3.4 Supporting Academic Preparation for Post-Secondary 5.5 Demonstrating Knowledge of Students
Students 5.6 Designing Programs for College and Career Readiness
3.7 Helping Students Establish Goals through the
Graduation/Culmination Planning Process
3.9 Developing Student Awareness of Self and Others
Remote Learning Guidance: Carefully consider any elements selected with remote learning in mind. How will
the counselor demonstrate effective practice or growth in each element? How will the administrator observe
the evidence? What artifact would demonstrate the counselor’s performance level?
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INITIAL PLANNING CONFERENCE
INITIAL PLANNING CONFERENCE
Purpose • To discuss and finalize the following:
o Counseling Growth Objective
o Professional Growth Objective
o Data-Based Objective(s)
• To discuss and finalize the counselor’s action steps to achieve growth objectives
• To discuss the timeline and protocols leading to the overall evaluation and schedule the
steps of EDSC
• To review the three counselor-selected focus elements for the Observation of
Practice/Evidence Collection
• To identify the cooperatively-selected focus element for the Observation of
Practice/Evidence Collection
• (Optional) To review additional growth objective added by administrator
Counselor Role Administrator Role
Preparation • Complete and submit the Initial • Review counselor’s Initial Planning Sheet
Planning Sheet to the administrator via MyPGS.
via MyPGS. • Prepare feedback on objectives and action
steps
• Prepare to discuss and identify the
cooperatively selected focus element • Prepare to discuss and identify the
by reflecting on individual practice in cooperatively selected focus element by
support of school instructional considering instructional priorities (e.g.,
priorities (e.g., school professional school professional development plan,
development plan, program goals, program goals, district goals) and planned
district goals). Observation of Practice
• Plan for the Observation of Practice • (Optional) Review additional growth
objective(s) and appropriate action steps
• (Optional) Review additional growth
(based on any element of the SCF)
objective(s) and appropriate action
steps
Timeline Initial Planning Conference to be held by October 9, 2020.
INITIAL PLANNING CONFERENCE PROTOCOL
• Review objectives and action steps • Provide feedback on objectives and action
developed in the Initial Planning steps in the Initial Planning Sheet.
Sheet with administrator. • Optional: Administrator may identify
• Review the counselor-selected focus additional objective(s) and discuss
elements for the Observation of appropriate action steps related to the
Practice and Evidence Collection. added objective.
• Discuss the cooperatively selected • Review the counselor-selected focus
focus element for the Observation of elements for the Observation of
Practice/Evidence Collection. Practice/Evidence Collection.
• Discuss and enter the cooperatively
selected focus element for the Observation
of Practice/Evidence Collection.
• Review the steps and timeline and
schedule/enter dates for:
o Pre-Observation Conference
o Observation of Practice
o Post-Observation Conference
o Mid-Year Conference
Sign off in MyPGS to accept the Initial
Planning Sheet.
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SUGGESTED COACHING STEMS AND QUESTIONS
NOTE: It is not the intent that every question is asked. The questions are provided as a resource to facilitate
meaningful discussion during the Initial Planning Conference.
Paraphrasing Stems:
You have stated that your goal is . . .
Let’s review the key points in our discussion . . .
Clarifying/Probing Stems or Questions for IPS Objectives and/or Focus Element Selection:
What possible evidence may be collected for your _____________ objective?
How might you know when you have met your _______________ objective?
As you examine the data, what are some of the trends that are emerging?
What might be some effective strategies that you have used before?
Could you tell me more about . . .
Could you give me an example . . .
Tell me about your next steps . . .
Clarifying/Probing Stems or Questions for Cooperatively-Selected Focus Element:
As we think about our school’s instructional goals, which focus element will …
What should we consider in selecting the focus element?
LAUSD SCHOOL COUNSELING FRAMEWORK ELEMENTS ADDRESSED
• Counseling Growth Objective (Any SCF focus element from Standards 1, 2 or 3)
• Professional Growth Objective (Any SCF element from Standards 4 or 5)
• Three district unified elements:
o 1.2, Using Data to Monitor Student Progress and Evaluate Services
o 2.6, Collaborating in Teams to Develop and Maintain a Multi-Tiered System
of Support (MTSS)
o 3.7, Helping Students Establish Goals through the Graduation/Culmination
Planning Process
• Three counselor-selected focus elements (Any three of twelve remaining SCF LAUSD
focus elements)
• One cooperatively selected focus element (Counselor and administrator select one of
the remaining LAUSD SCF focus elements)
• (Optional) Administrator-Identified Additional Objective: Any SCF element, focus or
non-focus
Remote Learning Guidance: Carefully consider any elements selected with remote learning in mind.
How will the counselor demonstrate effective practice or growth in each element? How will the
administrator observe the evidence? What artifact would demonstrate the counselor’s performance
level?
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GROWTH PLAN VISIT
GROWTH PLAN VISIT
Purpose • To provide further feedback to counselors on the Counseling Growth Objective and/or the
Professional Growth Objective identified in the Initial Planning Sheet (IPS)
• To inform next steps on the Counseling/Professional Growth Objective
Note: The Growth Plan Visit can take place before or after the Observation of Practice
Counselor Role Administrator Role
Preparation • Identify an appropriate time for the • Review the counselor’s IPS, focusing on
administrator to observe when IPS the Counseling/Professional Growth
Counseling/Professional Growth actions or Objectives and strategies.
strategies are likely to be observed. • Identify an appropriate time to visit the
counselor when specific strategies/actions
are likely to be observed.
Timeline Growth Plan Visit to be completed by March 19, 2021.
PROTOCOL FOR GROWTH PLAN VISIT (MINIMUM OF 10 MINUTES)
• Observe the counselor’s practice and
• Participate in the appropriate professional collect evidence related to the
practice for administrator to observe and Counseling/Professional Growth
provide feedback. Objectives identified in the IPS. Enter the
• Review administrator’s evidence and collected evidence and provide suggested
comments. next steps and comments under the
• Debrief with administrator, as appropriate. “Growth Plan Visit” tab via MyPGS.
• The activity in MyPGS will be
automatically marked complete once all of
the required prompts have been
answered, and this will notify the
counselor that the observation notes are
viewable.
• Debrief with counselor, as appropriate.
LAUSD SCHOOL COUNSELING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Elements selected as part of the counselor’s Counseling Growth Objective or Professional
Growth Objective in the Initial Planning Sheet, and any other elements for which evidence is
observed.
Remote Learning Guidance: For the Growth Plan Visit, consider events/activities where any of the IPS
growth objectives may be evidenced. For example, evidence aligned to the counselor’s Professional
Growth or Data-Based Objective may be collected during a meeting, professional development, parent
event, coaching session or data chat.
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OBSERVATION OF PRACTICE: PRE-OBSERVATION STEPS AND PROTOCOLS
PLANNING FOR THE OBSERVATION
Purpose • To guide counselors through the planning process for the Observation of Practice via
questions and prompts that are aligned to the LAUSD School Counseling Framework
• To provide an opportunity for the counselor and administrator to identify strengths and areas
for improving the plan prior to the observation
• To provide administrators with evidence for addressing counseling practice, aligned to some
of the counselor’s selected focus elements from the School Counseling Framework.
Counselor Role Administrator Role
Protocol Via MyPGS:
• Review relevant student and school-wide • Review counselor’s planning documents.
data related to the Observation of Practice • Plan questions for the Pre-Observation
event. Conference.
• Prepare a plan for delivery. • Identify strengths and areas for improving
• Upload the documents used to plan the the plan to be shared at the Pre-Observation
event/activity, e.g., data, presentation, Conference.
handouts; at the Planning Documents step • If documents represent the counselor’s
on MyPGS. practice in any of the seven selected
elements, enter and align evidence on
MyPGS.
Timeline To be completed and submitted at least one To be reviewed prior to the Pre-Observation
day prior to the Pre-Observation Conference. Conference.
LAUSD SCHOOL COUNSELING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Data-Based Decision Making Standard 3: Direct Counseling Services
1.1 Analyzing Data to Inform Decision Making 3.1 Providing Crisis Intervention Services
1.2 Using Data to Monitor Student Progress and 3.4 Supporting Academic Preparation for Post-
Evaluate Services Secondary Students
3.7 Helping Students Establish Goals through the
Standard 2: Communication and Graduation/Culmination Planning Process
Collaboration 3.9 Developing Student Awareness of Self and
2.1 Consulting and Collaborating to Implement Others
Counseling Services
2.2 Communicating with Students Standard 4: Professional Learning,
2.5 Sharing Information with Families, Staff, and Responsibilities and Ethical Practices
Community 4.4 Adhering to Ethical Standards
2.6 Collaborating in Teams to Develop and 4.5 Maintaining Accurate Records
Maintain a Multi-Tiered System of Support 4.6 Advocating for Students
(MTSS)
Standard 5: Leadership and Program
Design
5.5 Demonstrating Knowledge of Students
5.6 Designing Programs for College and Career
Readiness
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Educator Development and Support: Counselors
PRE-OBSERVATION CONFERENCE
Purpose • To provide counselor and administrator with an opportunity to discuss the event that will be
observed and its alignment to the counselor-selected focus elements.
• To provide counselor and administrator with an opportunity to discuss the planning
documents.
• To provide the administrator with evidence for assessing the counselor’s practice in some of
the seven selected focus elements for the Observation of Practice.
Counselor Role Administrator Role
Preparation Via MyPGS:
• Survey planning documents entered • Review counselor’s plan for delivery.
into MyPGS. • Ask questions about the plan/design.
• Review plans for activity/event that • Collect evidence to align to selected
will be observed. element(s), if appropriate.
• Be prepared to answer questions • Identify and share strengths and areas for
about the Observation of Practice improving the plan and delivery.
plans. • Address counselor’s concerns, provide
• Articulate concerns, seek guidance. guidance.
Timeline Pre-Observation conference to be held one to three days prior to the observation of practice.
PROTOCOL FOR THE PRE-OBSERVATION CONFERENCE (30-45 minutes)
• • Ask questions to clarify and gain understanding
Share instructional materials and
student/participant data used in about the event/activity.
planning. • Engage in a collaborative conversation focusing
• Discuss the plans including the on strengths and areas for improving the event.
• Explain how evidence will be collected during the
rationale for content and strategies.
• Engage in a collaborative Observation Cycle.
• May collect additional evidence for selected
conversation focusing on strengths
and areas for improving the plan.element(s) during the pre-observation conference.
• Enter and align collected evidence on MyPGS.
SUGGESTED COACHING STEMS AND QUESTIONS
NOTE: It is not the intent that every question is asked. The questions are provided as a resource to
facilitate meaningful discussion during the Pre-Observation Conference.
Introductory Questions:
Could you walk me through the event?
Tell me about how this fits in with other projects.
Paraphrasing Stems:
In other words…
What I hear you saying…
Clarifying and Probing Stems
Would you tell me a little more about…?
To what extent...?
I’m intrigued by…/I’m interested in… I wonder…
Direct Suggestion Stems
One thing I’ve learned/noticed is…
Something to keep in mind when dealing with…
What do you imagine would happen if you were to try something like that?
Which of these ideas might work best for you?
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Indirect Suggestion Stems
Something you might consider trying is….
Several counselors I know have tried a couple of different things in this sort of situation
and maybe one might work for you….
There are a number of approaches…
LAUSD SCHOOL COUNSELING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Data-Based Decision Standard 3: Direct Counseling Services
Making 3.1 Providing Crisis Intervention Services
1.1 Analyzing Data to Inform Decision 3.4 Supporting Academic Preparation for Post-
Making Secondary Students
1.2 Using Data to Monitor Student Progress 3.7 Helping Students Establish Goals through the
and Evaluate Services Graduation/Culmination Planning Process
3.9 Developing Student Awareness of Self and Others
Standard 2: Communication and
Collaboration Standard 4: Professional Learning,
2.1 Consulting and Collaborating to Responsibilities and Ethical Practices
Implement Counseling Services 4.4 Adhering to Ethical Standards
2.2 Communicating with Students 4.5 Maintaining Accurate Records
2.5 Sharing Information with Families, Staff, 4.6 Advocating for Students
and Community
2.6 Collaborating in Teams to Develop and Standard 5: Leadership and Program Design
Maintain a Multi-Tiered System of 5.5 Demonstrating Knowledge of Students
Support (MTSS) 5.6 Designing Programs for College and Career
Readiness
Remote Learning Guidance: During the pre-observation conference, consider the counselor’s awareness and
use of resources including the ISTE standards for students and educators, quality online teaching practices,
CORE Social Emotional Learning Competencies and LAUSD approved online apps.
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OBSERVATION OF PRACTICE: OBSERVATION
OBSERVATION OF PRACTICE
Purpose • To provide opportunities for the counselor to demonstrate practice in order to receive feedback
that will support professional growth and development
• To provide the administrator with evidence for assessing the counselor’s practice in the three
district-unified focus elements, the three counselor-selected focus elements, and/or the one
cooperatively selected focus element
Counselor Role Administrator Role
Preparation • Participate in the Pre-Observation • Facilitate the Pre-Observation Conference.
Conference.
Timeline Contractual deadline: February 19, 2021
One Observation of Practice must be completed during the school year. If conducted in the Fall
semester, the recommended due date is November 13, 2020. If the Observation of Practice is
conducted in the Spring semester, the contractual deadline is February 19, 2021.
PROTOCOL FOR OBSERVATION (The full duration of the event/activity)
• Deliver instruction/presentation • Observe the counselor’s practice and collect evidence
that focuses on meeting needs of from the beginning to the end of the event/activity.
students/participants. • Following the observation, edit and enter notes in
• Following the observation, review MyPGS and align (tag) the evidence to focus elements
and reflect; collect any work in the LAUSD School Counseling Framework, so the
samples that may be shared with counselor can view the observation evidence prior to
the administrator for analysis and the Post-Observation Conference.
discussion.
• Following the observation, NOTE: Rating of focus elements for the Observation of
complete the Reflection of Practice happens at the end of the year, when evidence is
Practice within one to three days combined with that in the Evidence Collection. Evidence
and share with the administrator from the Observation of Practice may not align with all
via MyPGS. (Entering the seven of the selected elements.
Reflection of Practice on MyPGS
is optional.)
LAUSD SCHOOL COUNSELING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Data-Based Decision Making 3.4 Supporting Academic Preparation for Post-Secondary Students
1.1 Analyzing Data to Inform Decision Making 3.7 Helping Students Establish Goals through the
1.2 Using Data to Monitor Student Progress and Evaluate Services Graduation/Culmination Planning Process
3.9 Developing Student Awareness of Self and Others
Standard 2: Communication and Collaboration
2.1 Consulting and Collaborating to Implement Counseling Services Standard 4: Professional Learning, Responsibilities and Ethical
2.2 Communicating with Students Practices
2.5 Sharing Information with Families, Staff, and Community 4.4 Adhering to Ethical Standards
2.6 Collaborating in Teams to Develop and Maintain a Multi-Tiered 4.5 Maintaining Accurate Records
System of Support (MTSS) 4.6 Advocating for Students
Standard 3: Direct Counseling Services Standard 5: Leadership and Program Design
3.1 Providing Crisis Intervention Services 5.5 Demonstrating Knowledge of Students
5.6 Designing Programs for College and Career Readiness
Remote Learning Guidance: When conducting the Observation of Practice for the counselor, consider norms
of virtual learning, (e.g., whether video is on or off, the option of recording the meeting or taking screen-
shots as evidence) as well as what to look for and what the evidence might look like. Remember that not all
of the seven selected elements are likely to be evidenced during the Observation of Practice.
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OBSERVATION OF PRACTICE: POST OBSERVATION STEPS & PROTOCOLS
REFLECTION OF PRACTICE
Purpose • To provide the counselor an opportunity to reflect upon the Observation of Practice event,
assess student/participant progress and learning, and outline next steps
• To provide an opportunity for the administrator to view results and sample work from the event
• To provide the administrator with additional evidence for assessing the counselor’s practice in
focus elements selected for the evaluation.
Counselor Role Administrator Role
Protocol • Review student/participant work If Reflection of Practice is completed on MyPGS:
and data/feedback/evaluations • Review counselor’s reflection prior to the Post-
collected from the observed Observation Conference.
event. • Identify questions, based on the counselor’s
• Answer the questions in the Reflection of Practice, for the Post-Observation
Reflection of Practice and share Conference.
with the administrator one to
three days after the Observation If Reflection of Practice is not completed on MyPGS:
of Practice. (Entering the • Identify questions to guide the counselor’s reflection
Reflection of Practice on MyPGS around the observed activity/event. (May plan to ask
is optional.) questions from Reflection of Practice step in MyPGS.)
Timeline The Reflection of Practice should be If completed in MyPGS, the Reflection of Practice is to be
completed within one to three days reviewed prior to the Post-Observation Conference.
after the observation, prior to the
Post-Observation Conference.
LAUSD SCHOOL COUNSELING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Data-Based Decision Making Standard 3: Direct Counseling Services
1.1 Analyzing Data to Inform Decision Making 3.1 Providing Crisis Intervention Services
1.2 Using Data to Monitor Student Progress and 3.4 Supporting Academic Preparation for Post-
Evaluate Services Secondary Students
3.7 Helping Students Establish Goals through the
Standard 2: Communication and Graduation/Culmination Planning Process
Collaboration 3.9 Developing Student Awareness of Self and
2.1 Consulting and Collaborating to Implement Others
Counseling Services
2.2 Communicating with Students Standard 4: Professional Learning,
2.5 Sharing Information with Families, Staff, and Responsibilities and Ethical Practices
Community 4.4 Adhering to Ethical Standards
2.6 Collaborating in Teams to Develop and 4.5 Maintaining Accurate Records
Maintain a Multi-Tiered System of Support 4.6 Advocating for Students
(MTSS)
Standard 5: Leadership and Program
Design
5.5 Demonstrating Knowledge of Students
5.6 Designing Programs for College and Career
Readiness
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POST-OBSERVATION CONFERENCE
Purpose • To provide the counselor with an opportunity to share student/participant work and to reflect
on the success of the lesson/event
• To allow the administrator and counselor an opportunity to review the evidence collected
during the observation through the lens of the rubrics of the LAUSD School Counseling
Framework
• To provide the counselor and administrator with an opportunity to discuss professional
practice and next steps for the counselor’s professional growth
• To provide the administrator with evidence for assessing the counselor’s practice in the three
district-unified focus elements, the three counselor-selected focus elements, and the one
cooperatively selected focus element
Counselor Role Administrator Role
Preparation • Review the evidence from the observation • Review aligned evidence in MyPGS.
via MyPGS. • Prepare questions for the Post-Observation
• Review sample work or any other materials Conference.
from the observation.
Timeline The Post-Observation Conference is to be completed no more than ten workdays after the
observation.
PROTOCOL FOR THE POST-OBSERVATION CONFERENCE (30-60 minutes)
• Discuss reflection about the activity and • Facilitate the conference.
share any work samples with • Discuss the evidence collected during the
administrator. observation through the lens of the LAUSD
• Discuss the evidence from the activity School Counseling Framework.
through the lens of the LAUSD School • Ask questions that promote counselor’s
Counseling Framework. analysis of practice.
• Discuss potential next steps for • Enter and align additional evidence collected
professional growth. from the Post Observation Conference in
MyPGS, if applicable.
• Discuss potential next steps for the
counselor’s professional growth.
NOTE: Ratings of focus elements are finalized in
MyPGS during End-of-Year Activities.
SUGGESTED COACHING STEMS AND QUESTIONS
NOTE: it is not the intent that every question is addressed. The questions are provided as a resource to
facilitate meaningful discussion about the evidence during the Post-Observation Conference.
Paraphrasing Stems/ Questions:
Let’s review the key points in our discussion…
What you are saying is…
Clarifying and Probing Stems/Questions:
What do you think went well in the activity?
Did the event/activity go as expected? Were there any surprises?
As you delivered the content, what changes did you make, if any, and why?
How did you make decisions about….?
What is your thinking about…?
How do you know that participants were cognitively engaged during the entire event?
How does your feedback support students/participants in improving their work?
How do work samples demonstrate that the learning objectives were achieved?
Direct Suggestion Stems:
A couple of the things to keep in mind…
One thing I’ve noticed is…
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Educator Development and Support: Counselors 2020-20212020-21 Protocols
Educator Development and Support: Counselors
Indirect Suggestion Stems:
Sometimes it’s helpful if…
There are a number of approaches…
Something you might consider trying is….
LAUSD SCHOOL COUNSELING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Data-Based Decision Standard 3: Direct Counseling Services
Making 3.1 Providing Crisis Intervention Services
1.1 Analyzing Data to Inform Decision Making 3.4 Supporting Academic Preparation for Post-
1.2 Using Data to Monitor Student Progress Secondary Students
and Evaluate Services 3.7 Helping Students Establish Goals through the
Graduation/Culmination Planning Process
Standard 2: Communication and 3.9 Developing Student Awareness of Self and
Collaboration Others
2.1 Consulting and Collaborating to
Implement Counseling Services Standard 4: Professional Learning,
2.2 Communicating with Students Responsibilities and Ethical Practices
2.5 Sharing Information with Families, Staff, 4.4 Adhering to Ethical Standards
and Community 4.5 Maintaining Accurate Records
2.6 Collaborating in Teams to Develop and 4.6 Advocating for Students
Maintain a Multi-Tiered System of
Support (MTSS) Standard 5: Leadership and Program
Design
5.5 Demonstrating Knowledge of Students
5.6 Designing Programs for College and Career
Readiness
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Educator Development and Support: Counselors 2020-20212020-21 Protocols
Educator Development and Support: Counselors
EVIDENCE COLLECTION
EVIDENCE COLLECTION
Purpose • To provide opportunities for the counselor to demonstrate practice in order to receive
feedback that will support professional growth and development
• To provide the administrator with evidence for assessing the counselor’s practice in the
three district-unified focus elements, the three counselor-selected focus elements, and the
one cooperatively-selected focus element
Counselor Role Administrator Role
Protocol • Create and document evidence of • Create and document evidence of the
professional practice. counselor’s professional practice.
• Review and give feedback on the counselor’s
practice as represented in the evidence
collection.
Timeline Evidence is collected, posted, aligned, and documented using artifacts and attachments
provided by the counselor and supervisor throughout the year. Evidence collection should be
finalized by April 9, 2021.
LAUSD SCHOOL COUNSELING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Data-Based Decision Making
1.1 Analyzing Data to Inform Decision Making Standard 4: Professional Learning,
1.2 Using Data to Monitor Student Progress and Responsibilities and Ethical Practices
Evaluate Services 4.4 Adhering to Ethical Standards
4.5 Maintaining Accurate Records
Standard 2: Communication and Collaboration 4.6 Advocating for Students
2.1 Consulting and Collaborating to Implement
Counseling Services Standard 5: Leadership and Program Design
2.2 Communicating with Students 5.5 Demonstrating Knowledge of Students
2.5 Sharing Information with Families, Staff, and 5.6 Designing Programs for College and Career
Community Readiness
2.6 Collaborating in Teams to Develop and
Maintain a Multi-Tiered System of Support
(MTSS)
Standard 3: Direct Counseling Services
3.1 Providing Crisis Intervention Services
3.4 Supporting Academic Preparation for Post-
Secondary Students
3.7 Helping Students Establish Goals through the
Graduation/Culmination Planning Process
3.9 Developing Student Awareness of Self and
Others
Remote Learning Guidance: When the Evidence Collection is compiled for the counselor, consider
conventional artifacts (meeting agenda/minutes, handouts, data sheets, presentations) and artifacts from
virtual teaching/learning (screen shots, recorded Zoom sessions, chat boxes). Remember that all seven of the
selected elements must be represented in the Evidence Collection, and that both the counselor and
administrator may provide evidence.
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Educator Development and Support: Counselors 2020-20212020-21 Protocols
Educator Development and Support: Counselors
FORMATIVE MID-YEAR ACTIVITIES
MID-YEAR ACTIVITIES
Purpose • To review and reflect upon evidence collected to date
• To assess progress on counselor’s objectives and action steps from the Initial Planning Sheet
• To provide feedback on progress in meeting objectives and collecting evidence
• To provide opportunity for the counselor and administrator to discuss evidence collection and
progress toward meeting growth objectives
Counselor Role Administrator Role
Preparation • Review evidence collected to date. • Review evidence collected to date.
• Answer questions in the Mid-Year Reflection • Review Mid-Year Reflection (if complete).
(It is optional to enter answers in MyPGS). • Prepare to conduct a Formative
• Prepare to participate in Formative Conference.
Conference.
Timeline Recommended completion date: January 29, 2021
PROTOCOL FOR MID-YEAR ACTIVITIES
• Review all evidence collected to date • Review evidence posted by counselor and
• Answer questions in Mid-Year Reflection administrator to date
(Optional to enter answers in MyPGS) • Facilitate Mid-Year Conference
• Request additional support, if needed • Provide feedback to ensure representative
• Participate in Formative Conference evidence for all selected elements
NOTE: Ratings of focus elements are finalized
in MyPGS during End-of-Year Activities
LAUSD SCHOOL COUNSELING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Data-Based Decision Standard 3: Direct Counseling Services
Making 3.1 Providing Crisis Intervention Services
1.1 Analyzing Data to Inform Decision 3.4 Supporting Academic Preparation for
Making Post-Secondary Students
1.2 Using Data to Monitor Student 3.7 Helping Students Establish Goals
Progress and Evaluate Services through the Graduation/Culmination
Planning Process
Standard 2: Communication and 3.9 Developing Student Awareness of Self
Collaboration and Others
2.1 Consulting and Collaborating to
Implement Counseling Services Standard 4: Professional Learning,
2.2 Communicating with Students Responsibilities and Ethical Practices
2.5 Sharing Information with Families, 4.4 Adhering to Ethical Standards
Staff, and Community 4.5 Maintaining Accurate Records
2.6 Collaborating in Teams to Develop and 4.6 Advocating for Students
Maintain a Multi-Tiered System of
Support (MTSS) Standard 5: Leadership and Program
Design
5.5 Demonstrating Knowledge of Students
5.6 Designing Programs for College and
Career Readiness
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Educator Development and Support: Counselors 2020-20212020-21 Protocols
Educator Development and Support: Counselors
SUMMATIVE AND END-OF-YEAR ACTIVITIES
END-OF-YEAR ACTIVITIES
Purpose • To review and reflect upon all evidence collected
• To assess progress on counselor’s objectives and action steps from the Initial Planning
Sheet
• To provide feedback on progress in meeting objectives and collecting evidence
• To provide opportunity for the counselor and administrator to collaborate on rating
counselor’s performance in seven focus elements.
Counselor Role Administrator Role
Preparation • Review all evidence collected. • Review all evidence collected.
• Answer questions in the End-of-Year • Review End-of-Year Reflection (if
Reflection (It is optional to enter answers in complete).
MyPGS). • Prepare to conduct an End-of-Year
• Prepare to participate in End-of-Year Conference.
Conference.
PROTOCOL FOR END-OF-YEAR ACTIVITIES
• Review all evidence posted by counselor and • Review evidence posted by counselor
administrator. and administrator.
• Answer questions in End-of-Year Reflection • Facilitate End-of-Year Conference.
(Optional to enter answers in MyPGS). • Rate professional practice based on the
• Participate in End-of-Year Conference. evidence provided and the rubrics of the
• Request additional support, if needed. School Counseling Framework.
• Review and acknowledge ratings on MyPGS.
Timeline Recommended completion date: April 23, 2021
LAUSD SCHOOL COUNSELING FRAMEWORK ELEMENTS ADDRESSED
Standard 1: Data-Based Decision Standard 4: Professional Learning,
Making Responsibilities and Ethical Practices
1.1 Analyzing Data to Inform Decision Making 4.1 Establishing and Implementing
1.2 Using Data to Monitor Student Progress Professional Goals
and Evaluate Services 4.2 Reflecting on Practice
Standard 2: Communication and 4.3 Growing and Developing Professionally
Collaboration 4.4 Adhering to Ethical Standards
2.1 Consulting and Collaborating to Implement 4.5 Maintaining Accurate Records
Counseling Services 4.6 Advocating for Students
2.2 Communicating with Students Standard 5: Leadership and Program
2.5 Sharing Information with Families, Staff, Design
and Community 5.1 Taking a Leadership Role
2.6 Collaborating in Teams to Develop and 5.2 Designing a Comprehensive Counseling
Maintain a Multi-Tiered System of Support Program
(MTSS) 5.3 Designing Program Assessment
Standard 3: Direct Counseling Services 5.4 Managing Routines and Procedures
3.1 Providing Crisis Intervention Services 5.5 Demonstrating Knowledge of Students
3.4 Supporting Academic Preparation for 5.6 Designing Programs for College and
Post-Secondary Students Career Readiness
3.7 Helping Students Establish Goals through
the Graduation/Culmination Planning
Process
3.9 Developing Student Awareness of Self
and Others
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Educator Development and Support: Counselors 2020-20212020-21 Protocols
Educator Development and Support: Counselors
FINAL EVALUATION CONFERENCE
Purpose • To share and sign off on the EDSC Final Evaluation Report
• To inform next steps for the counselor’s professional growth
Counselor Role Administrator Role
Preparation • Review progress made on Growth • Review End-of-Year Reflection, if provided.
Objectives, strategies and action • Review evidence of counselor’s practice that has
steps in the Initial Planning Sheet. been collected throughout the EDSC process.
• Review all evidence. • Complete EDSC Final Evaluation Report via
• Complete the End-of-Year Reflection MyPGS.
if not already completed. (It is
optional to enter the reflection in
MyPGS.)
Timeline The Final Evaluation Report is to be issued by May 11, 2021, 30 calendar days before the
employee’s last regularly scheduled school day (Article X, Section 6). The Final Evaluation
Conference should be held once the Report has been completed.
PROTOCOL FINAL EVALUATION CONFERENCE
• Share reflection on the progress that • Share Final Evaluation Report with counselor.
has been made throughout EDSC. • Identify next steps for professional growth in
• Identify next steps for professional collaboration with the counselor.
growth in collaboration with the • Sign off on counselor’s Final Evaluation Report
administrator. via MyPGS using E-signature.
• Sign off on Final Evaluation Report • Finalize the evaluation for 2020-21, no later than
via MyPGS using E-signature. May 11, 2021.
LAUSD SCHOOL COUNSELING FRAMEWORK ELEMENTS ADDRESSED
Standard 1: Data-Based Decision Making Standard 4: Professional Learning,
1.1 Analyzing Data to Inform Decision Making Responsibilities and Ethical Practices
1.2 Using Data to Monitor Student Progress and 4.1 Establishing and Implementing Professional Goals
Evaluate Services 4.2 Reflecting on Practice
4.3 Growing and Developing Professionally
Standard 2: Communication and 4.4 Adhering to Ethical Standards
Collaboration 4.5 Maintaining Accurate Records
2.1 Consulting and Collaborating to Implement 4.6 Advocating for Students
Counseling Services
2.2 Communicating with Students Standard 5: Leadership and Program Design
2.5 Sharing Information with Families, Staff, and 5.1 Taking a Leadership Role
Community 5.2 Designing a Comprehensive Counseling Program
2.6 Collaborating in Teams to Develop and Maintain a 5.3 Designing Program Assessment
Multi-Tiered System of Support (MTSS) 5.4 Managing Routines and Procedures
5.5 Demonstrating Knowledge of Students
Standard 3: Direct Counseling Services 5.6 Designing Programs for College and Career
3.1 Providing Crisis Intervention Services Readiness
3.4 Supporting Academic Preparation for Post-
Secondary Students
3.7 Helping Students Establish Goals through the
Graduation/Culmination Planning Process
3.9 Developing Student Awareness of Self and Others
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