Standard II definition

Standard II. School psychologists have knowledge of psycho-educational theories and know how to deliver these services to schools.

Standard II. Performance - Implementing the Individual Planning Component Criteria Ineffective Effective Highly Counselor performs outreach to students. Counselor demonstrates knowledge of standardized test instruments. Counselor demonstrates knowledge of academic and extracurricular opportunities for students. Standard III: Performance - Implementing the Responsive Services Component Criteria Ineffective Effective Highly Counselor assesses priorities. Counselor assesses problems and their issues. Counselor demonstrates counseling skills and techniques. Counselor uses the referral process. Counselor provides follow-up. Standard IV: Performance - Response to Building and Guidance Needs Criteria Ineffective Effective Highly Counselor adheres to policies and procedures. Counselor aligns guidance and building needs. Counselor educates others about the guidance program. Counselor is responsive and responsible to the guidance program. Counselor is a team member.

Standard II. Performance - Implementing the Individual Planning Component Criteria Ineffective Effective Highly Effective Counselor performs outreach to students. Counselor demonstrates knowledge of standardized test instruments. Counselor demonstrates knowledge of academic and extracurricular opportunities for students.

Examples of Standard II in a sentence

• For teachers, evidence of impact on student learning based on multiple measures of student learning, growth, and achievement must be taken into account by the evaluator when determining a performance rating for Standard II.

• Because evaluators are not required to make a rating determination for any individual Indicator, this allows them to consider evidence of impact alongside evidence of practice when determining a rating for Standard II.

• How to reference parts of the rubric: Indicator terminology: under the “Teaching All Students” Standard (II), the” Instruction Indicator” (A) can be referred to as Indicator II-A Element terminology: under the Instruction Indicator (A), the Student Engagement Element (2) can be referred to as Element II-A-2 Standard I: Curriculum, Planning, and Assessment.

• Standard II - Creating & Managing Effective Environments for All *Creating a physical environment that engages all students *Establishing a climate that promotes fairness and respect.

• Tuition reimbursement is contingent upon an educator clearly articulating in writing how the successful completion of the requested course will lead to improved student learning outcomes with his/her students as outlined in the DESE Model Rubrics – Standard I (Curriculum, Planning and Assessment) and/or Standard II (Teaching all Students), and in addition, may include how the course will improve the educator’s professional practice.

• In this rubric, this level of expertise is denoted by “Is able to model.” WAA Administrator Rubric At-A-Glance Standard I: Instructional Leadership Standard II: Management & Operations Standard III: Family and Community Engagement Standard IV: Professional Culture A.

• Analysis of School & Counseling Program Data Individual Growth Plan PLC & Other Meeting Documentation Additional Certifications COUNSELOR EVALUATION RUBRIC Appendix B Standard II: School Counselors establish a respectful environment for a diverse population of students Observation a.

• Idaho Accreditation Standard II Highly Qualified Personnel TCPCS recognizes that the most important factor for improving student achievement is the quality of the classroom teacher.

• Evidence: Standard II – Creating & Maintaining Effective Environments for Student Learning ● Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully.

• In this rubric, this level of expertise is denoted by “Is able to model.” Supervisor/Coordinator Rubric At-A-Glance Standard I: Instructional Leadership Standard II: Management & Operations Standard III: Family and Community Engagement Standard IV: Professional Culture A.

More Definitions of Standard II

Standard II. The paraprofessional demonstrates the dependability, time management, as well as the receptive and expressive communication skills, to effectively perform the assignment.

Standard II. The organizational structures of the CHC-MCO must ensure that:

Standard II. Performance - Implementing the Individual Planning Component Criteria Ineffective Effective Highly Effective Counselor performs outreach to students. Counselor demonstrates knowledge of standardized test instruments. Counselor demonstrates knowledge of academic and extracurricular opportunities for students. Standard III: Performance - Implementing the Responsive Services Component Criteria Ineffective Effective Highly Effective Counselor assesses priorities. Counselor assesses problems and their issues. Counselor demonstrates counseling skills and techniques. Counselor uses the referral process. Counselor provides follow-up. Huron Valley Schools Counselor Evaluation Standard IV: Performance - Response to Building and Guidance Needs Criteria Ineffective Effective Highly Effective Counselor adheres to policies and procedures. Counselor aligns guidance and building needs. Counselor educates others about the guidance program. Counselor is responsive and responsible to the guidance program. Counselor is a team member. Standard V: Performance - Professional and Interpersonal Relationships . Criteria Ineffective Effective Highly Effective Counselor forms relationships with students. Counselor forms relationships with staff. Counselor forms relationships with parents. Standard VI: Performance - Responsibilities Criteria Ineffective Effective Highly Effective Counselor participates in professional development. Counselor demonstrates work habits. Counselor demonstrates ethical procedures. Counselor’s Signature Date Administrator’s Signature Date Standard I: Implementing the Guidance Curriculum Component Criteria Ineffective Effective Highly Effective Counselor demonstrates knowledge of Michigan State Guidance Curriculum. Seldom selects student competencies based on student needs and has little or no knowledge of the State of Michigan Guidance Curriculum. Usually selects student competencies based upon State of Michigan Guidance Curriculum and consistent with student needs. Accurately selects student competencies based upon State of Michigan Guidance Curriculum and consistent with student needs. Counselor demonstrates effective teaching strategies. Uses few instructional techniques and guidance learning activities so that only some students have a rudimentary understanding. Uses instructional techniques and guidance learning activities so that most students have a basic understanding. Uses effective instructional techniques and guidance learning activities so that a...

Standard II. Performance - Implementing the Individual Planning Component Criteria Ineffective Effective Highly Effective Counselor performs outreach to students. Seldom extends invitations to interested and/or needy students to provide personalized educational and career planning. Often extends invitations to interested and/or needy students to provide personalized educational and career planning. Consistently extends invitations to interested and/or needy students to provide personalized educational and career planning. Counselor demonstrates knowledge of standardized test instruments. Possess little understanding of current tests so that interpretation of test information is inaccurate and inappropriate. Demonstrates a functioning understanding of current tests in order to accurately and appropriately interpret test information. Demonstrates a high level of understanding of current tests to accurately and appropriately interpret test information. ϲϱ Counselor demonstrates knowledge of academic and extracurricular opportunities for students. Holds individual planning sessions, but information is somewhat incomplete. Presents accurate, relevant, and unbiased information in carefully planned sessions. Always presents accurate, relevant, and unbiased information in carefully planned sessions.

Standard II. Teachers establish a respectful environment for a diverse population of students