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Washtenaw Educational Options Consortium (WEOC)
Educator Evaluation
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Domain 1: Planning and Preparation (20%)
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Component 1a - Teachers: Demonstrating Knowledge of Content and Pedagogy
SSW: Knowledge of Social Work Theory and Practice
Counselors - Demonstrating Knowledge of Counseling Theory and Techniques
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Examples:
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Needing SupportDevelopingEffective(Highly Effective - for Goal-Setting Purposes)
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Teacher/CORE/AdvisorThe plans indicate weak content knowledge.The plans reflect rudimentary understanding of the discipline. The educator can identify important concepts of the discipline and their relationships to one another. The educator can cite intra- and interdisciplinary content relationships
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SSWSocial worker demonstrates minimal understanding of social work theory and practice.Social Worker demonstrates basic understanding of social work theory and practice.Social Worker demonstrates accurate understanding of
social work theory and practice.		Social Worker demonstrates thorough understanding
social work theory and practice.
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CounselorSchool Counselor demonstrates little or no understanding of school programming, counseling techniques, and theory.School Counselor demonstrates limited understanding of school programming, counseling techniques, and theory.School Counselor demonstrates solid understanding of school programming, counseling techniques, and theory.School Counselor demonstrates deep and thorough understanding of school programming, counseling techniques and theory. School Counselor’s plans and practice reflect familiarity with a wide range of effective counseling approaches.
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Comments:Mid-Term Score:
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Final Score:
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Component 1b - Teachers: Demonstrating Knowledge of Students
SSW: Demonstrating Knowledge of Diagnostic Process
Counslors: Demonstrating Knowledge of Child and Adolescent Development
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Examples:
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Needing SupportDevelopingEffective(Highly Effective - for Goal-Setting Purposes)
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Teacher/CORE/Advisor
The educator does not ascertain varied interests, skill and ability levels among students in the class to use in planning.The educator is aware that there are different interests, skill and ability levels but does not use this information in planning.The educator has identified links to interests and organized broad skill groups of students within the class and uses this information in planning.The educator knows interests and proficiency levels of each student aligned to the learning outcome/success criteria and incorporate this understanding into lesson plans.
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SSWSocial worker demonstrates minimal knowledge of
child/adolescent development and skills.		Social worker demonstrates basic knowledge of
child/adolescent development and skills.		Social worker demonstrates accurate understanding of
typical child/adolescent development and skills, as
well as exceptions to general patterns.		Social worker demonstrates knowledge of typical
child/adolescent development and skills as
well as exceptions to general patterns. The social
worker understands how this knowledge pertains to
each student, including those with special needs,
and utilizes this knowledge to provide individualized
instruction and support.
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CounselorSchool Counselor displays little or no knowledge of child and adolescent development nor of students’ skills, special needs, interests and cultural heritages. .School Counselor displays limited knowledge of child and adolescent development. and some knowledge of the varied students’ skills, special needs, interests and cultural heritages.Counselor displays accurate understanding of the typical developmental characteristics of the age group, as well as exception to the general patterns.In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, counselor displays knowledge of the extent to which individual students follow the general patterns.
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Comments:Mid-Term Score:
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Final Score:
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Component 1c - Teachers: Setting Instructional Outcomes
SSW: Developing Intervention Goals
Counselors: Establishing Goals for the Counseling Program Appropriate to the Setting and the Students Served
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Examples:
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Needing SupportDevelopingEffective(Highly Effective - for Goal-Setting Purposes)
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Teacher/CORE/AdvisorLearning outcomes, as stated by the educator, are poorly aligned to the learning standards and either lack clarity or are stated as activities. They are unsuitable for most students in the class. Leaning outcomes, as stated by the educator, are a combination of outcomes and activities or lack clarity; they are only partially aligned to the learning standards. They are unsuitable for some students in the class.Learning outcomes, as stated by the educator, are written in the form of student learning and are aligned to the learning standards. They are suitable for the groups of students in the class.Learning outcomes are written in the form of student learning and are aligned to learning standards. They allow for all students in the class to be sufficiently challenged and clear about what learning success looks/sounds likes.
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SSWSSW has no clear goals for the SW program or they are inappropriate to either the situation or the age of the studentsSSW's goals for the SW program are rudimentary and are partially suitable to the situation and to the age of the students.SSW's goals for the SW program are clear and appropriate to the situation in the school and to the age of the students.SSW's goals for the SW program are highly appropriate to the situation in the school and to the age of the students and have ben developed following consultations with students, families, and colleagues.
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CounselorCounselor has no clear goals for the counseling program, or they are inappropriate to either the situation or the age of the students.Counselor’s goals for the counseling program are rudimentary and are partially suitable to the situation and to the age of the students.Counselor’s goals for the counseling program are clear and appropriate to the situation in the school and to the age of the students,Counselor’s goals for the counseling program are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students, parents, and colleagues.
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Comments:Mid-Term Score:
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Final Score:
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Component 1d - Teachers: Demonstrating Knowledge of Resources
SSW: Knowledge of State & Federal Special Education Laws and Other Legal Aspects of the Role of the School Social Worker
Counselors: Demonstrating knowledge of State and Federal Regulations and Resources Within/Beyond the School/District
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Component 1e - Teachers: Designing Coherent Instruction
SSW: Designing an Intervention Plan
Counselors: Planning the Counseling Program, Integrated With the Regular School Program
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Examples:
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Needing SupportDevelopingEffective(Highly Effective - for Goal-Setting Purposes)
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Teacher/CORE/AdvisorPlanned learning tasks, materials, and question sequences are of low cognitive challenge and unrelated to the lesson’s stated learning outcome and success criteria or are not suitable for most or all students. Planned learning tasks, materials, and question sequences are of moderate cognitive challenge or are only partially related to the lesson’s stated learning outcome and success criteria, or both. They are suitable for some students. Planned learning tasks, materials, and question sequences support the lesson’s learning outcomes and success criteria; they are well sequenced, provide cognitive challenge, and are suitable for most students in the class. Planned learning tasks and materials permit advanced students to extend the lesson’s learning outcome and success criteria and provides students who need it most with more time, attention, and supports.
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SSWSocial worker demonstrates minimal knowledge of state
and federal special education laws and other
legal aspects of the role of the school social worker.		Social worker demonstrates basic knowledge of state
and federal special education laws and other
legal aspects of the role of the school social worker.		Social worker demonstrates accurate knowledge of state
and federal special education laws and other
legal aspects of the role of the school social worker.		Social Worker demonstrates thorough knowledge of
state and federal special education laws and other
legal aspects of the role of the school social worker.
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CounselorCounselor demonstrates little or no knowledge of governmental regulations and of resources for students available through the school or district. Counseling program consists of a random collection of unrelated activities, lacking coherence or an overall structure.Counselor displays awareness of governmental regulations and of resources for students available through the school or district, but no knowledge of resources available more broadly. Counselor’s plan has a guiding principle and includes a number of worthwhile activities, but some of them don’t fit with the broader goals.Counselor’s displays awareness of governmental regulations and of resources for students available through the school or district, and some familiarity with resources external to the school. Counselor has developed a plan that includes the important aspects of counseling in the setting.Counselor’s knowledge of governmental regulations and of resources for students is extensive, including those available through the school or district and in the community. Counselor’s plan is highly coherent and serves to support not only the students individually and in groups, but also the broader educational program.
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Comments:Mid-Term Score:
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Final Score:
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Component 1f - Teachers: Designing Student Assessments
SSW: Assessing Student Growth
Counselors: Designing Program Assessment
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Examples:
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Needing SupportDevelopingEffective(Highly Effective - for Goal-Setting Purposes)
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Teacher/CORE/AdvisorThe educator does not plan to convey to the students what they will be learning and what the learning success criteria are for the lesson/unit. The educator plans to reference in passing to what the students will be learning and/or what the success criteria are, or it is written on the board, but with no elaboration or explanation. The educator plans to clearly share, at some point during the lesson, what the students will be learning and what learning success should look/sound like.The educator plans to clearly state at some point during the lesson what the students are learning with defined success criteria and invite students to connect this learning to the broader outcomes of the curriculum, to their personal interests, key vocabulary or to some self-assessment.
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SSWSocial worker’s approach to assessing student growth
contains no clear criteria and lacks congruence with
intervention goals.		Social worker exhibits a pattern of inconsistently
assessing student growth and lacks clear criteria
and congruence with the intervention goals.
Social worker exhibits the inconsistent use of
assessment results for future intervention
planning.		Social worker exhibits a pattern of assessing
student growth that involves the use of clear
criteria and is congruent with the intervention
goals. Social worker exhibits a consistent
pattern of the use of assessment results for
future intervention planning.		Social worker exhibits a pattern of assessing student
growth that involves the use of clear criteria and is
congruent with the intervention goals. Social
worker exhibits a consistent pattern of the use of
assessment results for future intervention planning.
There is a pattern of student involvement in establishing
the criteria for assessing their own growth and
planning interactively for their future.
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CounselorSchool Counselor has no plan to assess services or resists suggestions that such an evaluation is important.School Counselor has a rudimentary plan to assess services. Assessment criteria and
standards have been developed, but they are not clear. School Counselor’s approach to using formative assessment is partially developed and includes only some of the program outcomes.

School Counselor’s plan to assess services is organized around clear goals, criteria, and standards related to the collection of evidence. School Counselor has a well-developed strategy for using formative assessment data.
School Counselor’s assessment plan is highly sophisticated, with a variety of evidence sources and clear criteria for assessing outcomes. The plan includes student contributions to its development. Assessment plan includes multiple methodologies to ensure accurate assessment of program effectiveness for diverse student groups.














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Comments:Mid-Term Score:
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Final Score:
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Domain 2: The Classroom Environment (20%)