The Lone Star State School Counselor Association has published a framework for evaluating school counselors. This article contains information regarding the T-SCESS framework and evaluation templates.
Download a PDF from the Lone Star State School Counselor Association.
| T-SCESS 2020-2021 |
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Domain 1: Manage Program Focus 1.1: The school counselor creates a comprehensive school counseling program vision and mission statements that promotes equity and opportunity for all students. These statements align with the vision and mission of the school and the district. The mission statement guides how the school counselor plans to successfully reach the objectives in the vision statement. The mission should be intentional and identifiable in the implementation of the comprehensive school counseling program. Domain 2: Manage Program Planning 2.1: According to the American School Counselor Association (ASCA), effective school counselor program goals should focus on student outcomes in the following areas: (l)Promote achievement, attendance, decrease discipline; (2) Are based on school data; (3) Address school-wide data, policies and practices, address closing-the gap issues and College, Career & Military Readiness outcomes; (4) Address academic, career and/or social emotional development. 2.2: The annual administrative conference is a document that outlines a shared understanding between the school counselor and the campus administrator supervising the school counselor. This conference clarifies the school counselor's role on campus and serves to ensure alignment between the comprehensive school counseling program mission and the campus mission. 2.3: The advisory council is comprised of campus and community stakeholders that review and advocate for the campus comprehensive school counseling program. 2.4: The school counselor creates annual and weekly calendars that outline the events and activities that will be implemented for the school year. The content in the calendars align with the vision, mission, and student outcome goals. 2.5: According to the American School Counselor Association, the most effective comprehensive school counseling programs designate 80% or more of the school counselor's time providing direct and indirect services for students. 2.6: The school counselor conducts needs assessments with stakeholders to better gauge students' needs from a variety of perspectives as well as to receive possible job performance feedback. Domain 3: Deliver Direct Student Services 3.1: Direct services provided to students in a large group or classroom setting to deliver instruction in the areas of academic, college/career/military readiness, and/or personal-social and emotional development. Topics in the area align with the Texas Comprehensive Model Four Strands: Personal health and safety, Post-secondary readiness and planning, lntrapersonal effectiveness, and Interpersonal effectiveness 3.2: The school counselor will utilize data to guide direct instruction lesson content and small group counseling interventions as well as measure the effectiveness of these prevention and intervention components. 3.3: Direct services provided to students for individual, small group, or crisis counseling. 3.4: Direct services provided to students to assist with the creation and implementation of academic, graduation, and post-secondary goals. 3.5: CCMR is a collaboration of district & campus specific goals to support the state's mission and prepare every child for success in college, career or the military. 3.6: Indirect services consist of the school counselor working with other stakeholders as a means to advocate for students and their needs. Some examples are collaborating with staff, consulting with parents, providing referrals, and conducting staff/parent training. Domain 4: Define Professional Practices & Responsibilities 4.1: The school counselor will seek opportunities to grow professionally and further enhance their skills in order to provide effective academic, social emotional, and college/career supports to all students. 4.2: The school counselor will actively seek to involve students, parents, staff, and the community to foster an environment of collaboration and shared goals. 4.3: The school counselor exhibits leadership characteristics, is visible on campus, as well as a strong advocate for students and the campus comprehensive school counseling program. 4.4: The school counselor behaves in a professional and ethical manner. |
The T-SCESS framework for counselors is now available and ready for you to use.
This article reviews the steps to create your new T-SCESS evaluation process.
Step 1: Retire your old Counselor appraisee type if you have one.
Do not delete an appraisee type from your system. Deleting an appraisee type will result in the deletion of all data connected to that appraisee type. Instead, retire an old or unused appraisee type by renaming. For example, adding “z_old_” to the beginning of the title will make that type drop to the bottom of the list and indicate that you should not use it.
If you did not have a separate appraisee type for counselors, you must find the template used to evaluate counselors and uncheck it in the appraisee type that you were using.
Step 2: Create a new T-SCESS appraisee type for Counselors.
Select New Appraisee Type and follow the wizard to create the new T-SCESS Counselors appraisee type.
Step 3: Select the framework and set up your evaluation process.
Use the drop-down menu to select the T-SCESS framework.
Next, create your evaluation process using the steps and tasks. The steps above are a suggested process. Districts may customize their process.
Step 4: Gather your templates.
The Eduphoria Community provides several templates for districts to use for the T-SCESS process. The list below shows the title of each template and its folder location in the Eduphoria Community.
Note: Before entering the Eduphoria Community, use the green refresh icon to ensure you have the most current templates. Select and import the appropriate template.
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Folder |
Template Title |
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Reflections |
*T-SCESS Annual Administrative Conference |
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Reflections |
*T-SCESS Annual Student Outcome Goal Plan |
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Reflections |
*T-SCESS Counselor Self-Assessment |
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Reflections |
*T-SCESS Mid-Year Goal Progress Self-Check |
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Observation |
*T-SCESS MOY Evaluation |
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Evaluation |
*T-SCESS Goals Attainment |
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Summative |
*T-SCESS EOY Evaluation |
Step 5: Add each template to the task type.
Within the evaluation process, you will select each task, assign a task type, and select a template. For T-SCESS, you will choose the document task type for all tasks and attach the appropriate template.
The list below shows the task and the appropriate template for each. After attaching each template to its task type, click the Update button.
Counselor Self-Assessment > Reflections > *T-SCESS Counselor Self-Assessment
Annual Student Outcome Goal Plan > Reflections > *T-SCESS Annual Student Outcome Goal Plan
Annual Administrative Conference > Reflections > *T-SCESS Annual Administrative Conference
**MOY Counselor Self-Evaluation > Reflections > *T-SCESS Counselor Self-Assessment
**MOY Counselor Evaluation > Observation > *T-SCESS MOY Evaluation
MOY Goals Progress Self-Check > Reflections > *T-SCESS Mid-Year Goal Progress Self-Check
EOY Goals Attainment > Evaluation > *T-SCESS Goals Attainment
EOY Counselor Evaluation > Summative > *T-SCESS EOY Evaluation
When you have completely set up your T-SCESS process, the principals evaluating the counselors will need to select their counselor(s) using the T-SCESS process. Selection is the same process as it is for selecting teachers using the T-TESS process.
**Some districts choose to do a self-evaluation at mid-year, some choose to have the principal do the mid-year evaluation, and some choose to do both. You can decide how your district wants to do this and adjust your evaluation process tasks accordingly.
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