Evaluation Guide to the State of Iowa Teaching StandardsThe University of Iowa College of EducationCedar Rapids Community SchoolsCedar rapids Education Association
for Elementary School Counselors
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 Standard 1Standard 2Standard 3Standard 4Standard 5Standard 6Standard 7Standard 8Index

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Standard 1

Demonstrates ability to enhance academic performance and support for implementation of the school district student achievement goals.

Criteria: The Teacher

Elementary Counseling Services

a. Provides multiple forms of evidence of student learning and growth to students, families, and staff.

         Shares performance/progress information with parents, students, and teachers as necessary

         Participates in conferences, Child Study Meetings, IEP meetings, etc.

         Interprets tests for parents, students and teachers

         Provides classroom observations

         Initiates, coordinates and facilitates testing (ITBS, CoGAT, Academic/Psychological testing, etc.)

 

b. Implements strategies supporting student, building, and district goals.

           Initiates the process of evaluation for special services (IDM Model, referrals to Child Study Teams, etc.)

           Participates in the development and implementations of accommodations, 504 Plans, PACT, Special Services staffings and referrals, retention, attendance and acceleration

           Assists in Student Goal Setting

           Initiates, coordinates, and facilitates testing (ITBS, CoGAT, Academic/Psychological testing)

 

c. Uses student performance data as a guide for decision-making.

           Counsels students regarding classroom behaviors, work completion, academic areas and personal concerns

           Participates in the development and implementations of accommodations, 504 Plans, PACT, Special Services staffings and referrals, retention, attendance and acceleration

           Shares performance/progress information with parents, students, and teacher as necessary

           Interprets test scores, levels, progress monitoring, benchmarks

 

d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.

  • Collaborates in formulating accommodations, IDM and 504 Plans
  • Provides communication (initiating/returning phone calls, E-mail, snail mail, faxes, etc.) to and from students, parents, and staff
  • Refers and exchanges information with outside agencies
  • TRIBES, Boys Town, conflict managers, etc.
  • Facilitates personal skills development such as self awareness, decision making and problem solving
  • Reinforces the understanding of skills necessary to be successful in school (time management, organization, active listening, following directions, team work, study skills, etc.)
  • Counsels students regarding classroom behaviors, work completion, academic areas and personal concerns
  • Develops behavior plans for students, collaboration with parents/teachers on behavior modification concerns

 

e. Creates an environment of mutual respect, rapport, and fairness.

  • Facilitates social skills development through strategies such as anger management, conflict resolution, friendship skills, cooperation, etc.
  • TRIBES, Boys Town, conflict managers, etc.
  • Facilitates personal skills development such as self awareness, decision making and problem solving
  • Negotiates conflict situations between students where appropriate

f. Participates in and contributes to a school culture that focuses on improved student learning.

  • Participates in teacher support teams, Child Study Teams, parent/teacher conferences, IEP meetings, home visits, transitioning visits, etc.
  • Provides referrals/information exchanges with outside agencies (learning centers)
  • Works with students on organizational, study and test taking skills
  • Collects data and provides progress monitoring

 

g. Communicates with students, families, colleagues, and communities effectively and accurately.

  • Communicates with school, parents and community via newsletters, memos, letters, notes, etc.
  • Advises parents and staff regarding student behavior, social interaction skills, and emotional well-being
  • Shares performance/progress information with parents, students, and teachers as necessary
  • Participates in conferences, Child Study Meetings, IEP meetings, etc.
  • Refers and exchanges information with outside agencies
  • Collects data and provides progress monitoring
  • Refers students/families to supportive community based-programs
  • Communicates special needs concerns regarding student/family with staff when circumstances are likely to affect academic/school performance