CPS

 Framework  for  School  Counselors  

Adapted  from  the  Danielson  Framework  for  School  Counselors,  with  permission  from  Charlotte  Danielson  

Domain  1:  Planning  and  Preparation  

Component   Unsatisfactory   Basic   Proficient   Distinguished  
1a:  Demonstrating   School  Counselor  demonstrates  little   School  Counselor  demonstrates  basic   School  Counselor  demonstrates   School  Counselor  demonstrates  
knowledge  of  counseling   understanding  of  counseling  theory   understanding  of  counseling  theory   understanding  of  counseling  theory   comprehensive  and  coherent  
and  techniques.     and  techniques.     and  techniques.     understanding  of  counseling  theory  
theory  and  techniques  
and  techniques.    
appropriate  to  the  
setting  
1b:  Demonstrating   School  Counselor  displays  little  or  no   School  Counselor  displays  partial   School  Counselor  displays  accurate   In  addition  to  accurate  knowledge  of  
knowledge  of  child  and   knowledge  of  child  and  adolescent   knowledge  of  child  and  adolescent   understanding  of  the  typical   the  typical  developmental  
development   development   developmental  characteristics  of  the   characteristics  of  the  age  group,  and  
adolescent  development  
age  group,  as  well  as  exceptions  to  the   exceptions  to  the  general  patterns,  
general  patterns.   School  Counselor  displays  knowledge  of  
the  extent  to  which  individual  students  
follow  the  general  patterns.  

1c:  Establishing  goals   School  Counselor  has  no  clear  goals   School  Counselor’s  goals  for  the   School  Counselor’s  goals  for  the   School  Counselor’s  goals  for  the  
and  roles  for  the  school   for  the  counseling  program,  or  they   counseling  program  are  rudimentary,   counseling  program  are  clearly  aligned   counseling  program  are  highly  aligned  
not  aligned  to  either  state  or  national   and  are  partially  aligned  to  the  state   to  state  and  national  standards  and   to  the  state  and  national  standards  
counseling  program  
standards  or  the  needs  of  the  students   and  national  standards  and  the  needs   the  students  served.    The   and  the  students  served.  The  goals  
aligned  to  state  and   served.    The  counseling  department’s   of  the  students  served.  The   department’s  organization  chart  is   have  been  developed  following  
national  standards  that   organization  chart  does  not  reflect   department’s  organization  chart   thorough  and  clearly  reflects  each   consultations  with  students,  parents,  
address  the  needs  of   each  School  Counselor’s  scope  of  work   reflects  each  School  Counselor’s  scope   School  Counselor’s  scope  of  work  and   and  colleagues  to  effect  wider  change  
students   or  corresponding  duties.   of  work  and  corresponding  duties.   corresponding  duties.   throughout  the  school.    The  
department’s  organization  chart  is  
thorough  and  clearly  reflects  each  
School  Counselor’s  scope  of  work  and  
corresponding  duties.    Overall,  the  
department’s  organization  closely  
aligns  with  the  ASCA  model.  

1d:  Demonstrating   School  Counselor  demonstrates  little   School  Counselor  displays  awareness   School  Counselor  displays  awareness   School  Counselor’s  knowledge  of  state  
knowledge  of  state  and   or  no  knowledge  of  state  and  federal   of  state  and  federal  regulations  and  of   of  state  and  federal  regulations  and  of   and  federal  regulations  and  of  
regulations  and  of  resources  for   resources  for  students  available   resources  for  students  available   resources  for  students  is  extensive,  
federal  regulations  and  
students  available  through  the  school,   through  the  school  or  district,  but  no   through  the  school  and  district,  and   including  those  available  through  the  
of  resources  both  within   community,  or  district.   knowledge  of  resources  available  in  the   some  familiarity  with  community   school,  district,  and  in  the  community.  
and  beyond  the  school,   community.   resources.  
community,  and  district    

  Chicago  Public  Schools   6.26.13.  Page  1  of  8  

 CPS  Framework  for  School  Counselors  
Adapted  from  the  Danielson  Framework  for  School  Counselors,  with  permission  from  Charlotte  Danielson  

Component   Unsatisfactory   Basic   Proficient   Distinguished  

1e:  Planning  a   Counseling  program  consists  of  a   School  Counselor’s  plan  has  a  guiding   School  Counselor  has  developed  a   School  Counselor’s  plan  is  highly  
developmental   random  collection  of  unrelated   principle  and  includes  a  number  of   plan  that  aligns  ASCA  standards  and   coherent,  aligned  to  ASCA  standards,  
activities,  lacking  coherence,   worthwhile  activities,  but  some  of   includes  the  important  aspects  of  the   includes  aspects  of  the  school  
counseling  program,  
alignment,  or  an  overall  structure.   them  don’t  align  with  ASCA  standards   school  program.  School  Counselor   program  and  serves  to  support  not  
aligned  with  ASCA   School  Counselor  does  not  plan  to   and  don’t  fit  with  the  broader  goals  of   plans  regular  meetings  with  individual   only  the  students  individually  and  in  
standards  (academic,   meet  with  students  individually  or  in   the  school.  School  Counselor  plans   students  or  groups  to  help  students   groups,  but  the  district’s  broader  
social  emotional  and   groups.   occasional  meetings  with  individual   make  good  academic  and  social   educational  program.  School  
career),  and  integrated   students  or  groups  to  advance  the   choices.   Counselor  consistently  plans  
program  goals.   opportunities  for  students  to  
with  the  school  program  
increasingly  make  independent  sound,  
informed  academic  and  personal  
social  choices.  

1f:  Developing  a  plan  to   School  Counselor  has  no  plan  to   School  Counselor  has  a  rudimentary   School  Counselor’s  plan  to  evaluate   School  Counselor’s  evaluation  plan  is  
evaluate  the  school   evaluate  the  program,  or  resists   plan  to  evaluate  the  counseling   the  program  is  organized  around  clear   highly  sophisticated,  with  imaginative  
suggestions  that  such  an  evaluation  is   program.   goals  and  the  collection  of  evidence  to   sources  of  evidence,  and  a  clear  path  
counseling  program    
important.   indicate  the  degree  to  which  the  goals   towards  improving  the  program  on  an  
have  been  met.   ongoing  basis.  

  Chicago  Public  Schools   6.26.13.  Page  2  of  8  

 CPS  Framework  for  School  Counselors  
Adapted  from  the  Danielson  Framework  for  School  Counselors,  with  permission  from  Charlotte  Danielson  

Domain  2:  The  Environment  

Component   Unsatisfactory   Basic   Proficient   Distinguished  
2a:  Creating  an   School  Counselor’s  interactions  with   School  Counselor’s  interactions  are   School  Counselor’s  interactions  with   Students  seek  out  the  School  
environment  of  safety,   students  are  negative  or   inconsistent;  the  School  Counselor’s   students  are  positive,  trusting,  and   Counselor,  reflecting  a  high  degree  of  
inappropriate,  and  the  School   efforts  at  encouraging  interactions   respectful,  and  the  School  Counselor   comfort  and  trust  in  the  relationship;  
respect,  and  rapport    
Counselor  does  not  promote  positive   where  students  feel  safe  and   actively  promotes  positive  student-­‐ School  Counselor  teaches  students  
interactions  among  students,  where   respected  are  partially  successful.   student  interactions.  School  Counselor   how  to  engage  in  positive  interactions.  
students  feel  safe  and  respected.   has  established  a  safe,  supportive   The  School  Counselor  is  approachable  
counseling  environment.   and  has  established  a  safe  and  inviting  
environment  conducive  to  promoting  
a  caring,  trusting  relationship.  

2b:  Contributing  to  a   School  Counselor  makes  no  attempt  to   School  Counselor’s  attempts  to   School  Counselor  promotes  a  culture   The  culture  in  the  school  for  
culture  for  positive,   contribute  to  a  culture  for  productive   contribute  a  culture  throughout  the   throughout  the  school  for  productive   productive  and  respectful  
communication  in  the  school  as  a   school  for  productive  and  respectful   and  respectful  communication   communication  between  and  among  
effective  communication  
whole,  either  among  students  or   communication  between  and  among   between  and  among  students  and   students  and  teachers,  while  guided  
teachers,  or  between  students  and   students  and  teachers  are  partially   teachers.   by  the  School  Counselor,  is  maintained  
teachers.   successful.   by  both  teachers  and  students.  

2c:  Managing  routines   School  Counselor’s  routines  for  the   School  Counselor  has  rudimentary  and   School  Counselor’s  routines  for  the   School  Counselor’s  routines  for  the  
and  procedures     counseling  center  or  classroom  work   partially  successful  routines  for  the   counseling  center  or  classroom  work   counseling  center  or  classroom  work  
are  non-­‐existent  or  in  disarray.   counseling  center  or  classroom  work.   are  effective.   are  seamless,  and  reflect  students’  
ownership  of  some  responsibilities.  

2d:  Modeling  and   School  Counselor  does  not  model  and   School  Counselor’s  efforts  to  model   School  Counselor  clearly  monitors  and   School  Counselor  clearly  monitors  and  
reinforcing  standards  of   reinforce  standards  of  conduct  for   and  reinforce  standards  of  conduct  for   reinforces  standards  of  conduct  for   reinforces  standards  of  conduct  for  
students  during  counseling  sessions,   counseling  sessions  are  partially   counseling  session,  and  makes  a   counseling  session,  and  students  
conduct  and  contributing  
and  makes  no  contribution  to   successful.  School  Counselor  attempts,   significant  contribution  to  the   contribute  to  maintaining  them.  
to  the  culture  for  student   maintaining  an  environment  of  civility   with  limited  success,  to  contribute  to   environment  of  civility  in  the  school.     School  Counselor  takes  a  leadership  
behavior  throughout  the   in  the  school.   the  level  of  civility  in  the  school  as  a   role  in  maintaining  the  environment  of  
school   whole.     civility  in  the  school.  

  Chicago  Public  Schools   6.26.13.  Page  3  of  8  

 CPS  Framework  for  School  Counselors  
Adapted  from  the  Danielson  Framework  for  School  Counselors,  with  permission  from  Charlotte  Danielson  

Component   Unsatisfactory   Basic   Proficient   Distinguished  

2e:  Organizing  the  school   The  department  does  not  have  a      The  department’s  master  calendar  is   The  department’s  master  calendar  is   The  department’s  master  calendar  is  
counseling  program     master  calendar  or  it  shows  little  or  no   detailed  and  shows  a  depth  and   detailed  and  shows  a  depth  and   highly  detailed  and  shows  a  depth  and  
details  of  a  comprehensive  counseling   breadth  of  a  comprehensive  school   breadth  of  a  comprehensive  school   breadth  of  an  exemplary  
program.  The  calendar  is  not  widely   counseling  program.    The  calendar  is   counseling  program;  it  reflects   comprehensive  school  counseling  
shared  with  school  stakeholders.   posted  in  the  school,  although  school   counseling  program  goals  and   program.    It  clearly  reflects  the  
stakeholders  may  not  regularly  consult   activities.    School  stakeholders  easily   school’s  student  needs,  and  the  
it.   access  the  calendar,  and  utilize  the   program  goals  and  activities.    Evidence  
offerings.   of  collaboration  with  other  
stakeholders,  especially  students,  is  
clearly  evident.  

  Chicago  Public  Schools   6.26.13.  Page  4  of  8  

 CPS  Framework  for  School  Counselors  
Adapted  from  the  Danielson  Framework  for  School  Counselors,  with  permission  from  Charlotte  Danielson  

Domain  3:  Delivery  of  Service  

Component   Unsatisfactory   Basic   Proficient   Distinguished  
3a:  Assessing  student   School  Counselor  does  not  assess   School  Counselor’s  assessments  of   School  Counselor  assesses  student   School  Counselor  conducts  detailed  
needs  using  various  data   student  needs,  or  the  assessments   student  needs  are  perfunctory.    School   needs,  and  knows  the  range  of   and  individualized  assessment  of  
tools  and  techniques  to   result  in  inaccurate  conclusions.     Counselor  provides  opportunities  for   student  needs  in  the  school.  School   student  needs  to  contribute  to  
provide  suitable   School  Counselor  does  not  invite   selective  and/or  subgroups  of   Counselor  provides  opportunities  for   program  planning.  School  Counselor  
students  to  participate  in  programs.   students.     all  students  to  be  involved  in  the   provides  all  students  with  
programs  to  students  
counseling  program  either  through   opportunities  for  individual,  group,  
individual,  group,  and/or  classroom   and/or  classroom  counseling.    These  
counseling.     opportunities  are  based  on  individual  
assessments  of  student  needs  and  
targeted  to  meet  those  identified  
needs.      

3b:  Leading  students,   School  Counselor’s  program  is   School  Counselor’s  attempts  to  assist   School  Counselor  assists  students,   School  Counselor  assists  individual  
parents,  and  teachers  in   independent  of  identified  student   students,  parents,  and  teachers  to   parents,  and  teachers  to  formulate   students,  parents,  and  teachers  to  
the  formulation  of   needs.    School  Counselor  does  not   formulate  academic,  social  emotional   academic,  social  emotional  and  career   formulate  academic,  personal/social,  
academic,  social   comply  with  plan  requirements  or   and  career  plans  result  in  limited  data   plans  for  groups  of  students  result  in   and  career  plans  result  in  data  to  
consider  data;  they  are  incomplete  or   to  demonstrate  student  needs  are   some  data  to  demonstrate  student   demonstrate  student  needs  are  met.  
emotional,  and  career  
unusable  to  inform  student  needs.   met.  Some  students  have  a  completed   needs  are  met.  Most  students  have  a   Every  student  has  a  completed  and  
plans,  based  on  evidence  
and  up-­‐to-­‐date  plan  that  is  reviewed   completed  and  up-­‐to-­‐date  plan  that  is   up-­‐to-­‐date  plan  that  is  reviewed  each  
of  student  needs   at  least  yearly.   reviewed  each  semester.   semester;  students  take  the  lead  in  
development,  tracking  and  revisions.  

3c:  Using  varied   School  Counselor  has  few  counseling   School  Counselor  displays  a  narrow   School  Counselor  uses  a  range  of   School  Counselor  uses  an  extensive  
counseling  techniques   techniques  to  help  students  acquire   range  of  counseling  techniques  to  help   counseling  techniques  to  help   range  of  counseling  techniques  to  help  
and  individual  planning   skills  and  knowledge  to  be  prepared   students  acquire  skills  and  knowledge   students  acquire  skills  and  knowledge   students  acquire  skills  and  knowledge  
to  address  the  academic,   for  success  in  college  and  career.     to  be  prepared  for  success  in  college   to  be  prepared  for  success  in  college   to  be  prepared  for  success  in  college  
Settings  do  not  vary.       and  career.      Programs  are  offered   and  career.  Programs  are  regularly   and  career.  Programs  are  always  
social  emotional  and  
inconsistently  or  settings  are   consistent  in  at  least  two  settings.   appropriate  in  all  settings.  
career  readiness  needs  
inappropriate  to  the  content.  
for  post-­‐secondary  
success  
3d:  Leveraging  school,   School  Counselor  does  not  or  very   School  Counselor  sometimes   School  Counselor  regularly  leverages   School  Counselor  always  or  almost  
staff,  and  community   rarely  leverages  school,  staff,  and   leverages  school,  staff,  and   school,  staff,  and  community   always  leverages  school,  staff,  and  
resources  to  meet   community  resources  to  meet  student   community  resources  to  meet  student   resources  to  meet  student  needs.   community  resources  to  meet  student  
student  needs     needs.   needs;  efforts  seem  to  be  partially   needs.    The  resources  are  successful  in  
successful.   addressing  student  needs.  

  Chicago  Public  Schools   6.26.13.  Page  5  of  8  

 CPS  Framework  for  School  Counselors  
Adapted  from  the  Danielson  Framework  for  School  Counselors,  with  permission  from  Charlotte  Danielson  

Component   Unsatisfactory   Basic   Proficient   Distinguished  

3e:  Demonstrating   School  Counselor  adheres  to  his  or  her   School  Counselor  makes  modest   School  Counselor  makes  revisions  in   School  Counselor  is  continually  
flexibility  and   plan,  in  spite  of  evidence  of  its   changes  in  the  counseling  program   the  counseling  program  when  it  is   seeking  ways  to  improve  the  
responsiveness  to   inadequacy.     when  confronted  with  evidence  of  the   needed.   counseling  program  and  makes  
student  needs     need  for  change.     changes  as  needed  in  response  to  
student,  parent,  or  teacher  input.  

  Chicago  Public  Schools   6.26.13.  Page  6  of  8  

 CPS  Framework  for  School  Counselors  
Adapted  from  the  Danielson  Framework  for  School  Counselors,  with  permission  from  Charlotte  Danielson  

Domain  4:  Professional  Responsibilities  

Component   Unsatisfactory   Basic   Proficient   Distinguished  
4a:  Reflecting  on  practice   School  Counselor  does  not  reflect  on   School  Counselor’s  reflection,   School  Counselor’s  reflection,   School  Counselor’s  reflection,  
and  adjusting  the   practice,  adjust  or  evaluate,  or  the   adjustment  and  evaluation  on  practice   adjustment,  and  evaluation  provide  an   adjustment  and  evaluation  are  highly  
counseling  program   reflections  and  evaluations  are   are  moderately  accurate  and   accurate  and  objective  description  of   accurate  and  perceptive,  citing  specific  
based  on  evaluation  of   inaccurate  or  self-­‐serving.   objective.    School  Counselor  does  not   practice,  and  process  of  evaluation.     examples  that  were  not  fully  
cite  specific  examples,  and  with  only   School  Counselor  cites  specific  positive   successful,  for  at  least  some  students.    
student  data  
global  suggestions  as  to  how  it  might   and  negative  characteristics.    School   School  Counselor  draws  on  an  
be  improved.  School  Counselor  uses   Counselor  makes  some  specific   extensive  repertoire  to  suggest  
some  student  data  to  evaluate  the   suggestions  as  to  how  the  counseling   alternative  strategies.  School  
program.   program  might  be  improved  that  are   Counselor  uses  student  data  to  drive  
based  on  multiple  data  points,   changes  or  revisions  to  the  counseling  
including  student  data.   program,  both  mid-­‐year  and  in  long-­‐
term  planning.  

4b:  Maintaining  and   School  Counselor’s  maintenance  and   School  Counselor’s  maintenance  and   School  Counselor’s  maintenance  and   School  Counselor’s  approach  to  
utilizing  student  data  and   utilization  of  reports,  records,   utilization  of  reports,  records,  and   utilization  of  reports,  records  and   record-­‐keeping  and  use  of  data  is  
records  in  a  timely   documentation,  and  student  data  are   student  data  and  documentation  are   documentation,  and  student  data  are   highly  systematic  and  efficient,  and  
fashion     missing,  late,  or  inaccurate,  resulting   generally  accurate,  but  are   accurate,  and  are  submitted  in  a   serves  as  a  model  for  colleagues.  
in  confusion.   occasionally  late.   timely  manner.  

4c:  Communicating  with   School  Counselor  does  not   School  Counselor  provides  limited   School  Counselor  provides  thorough   School  Counselor  is  proactive  in  
families,  communities,   communicate  or  provides  inaccurate   communication  to  families,  school   and  accurate  communication  to   communicating  with  families,  school  
school  staff,   or  inappropriate  communication  with   staff,  administrators,  and  other   families,  school  staff,  administrators,   staff,  administrators,  and  other  
administrators,  and  other   families,  school  staff,  administrators   stakeholders  about  the  counseling   and  other  stakeholders  about  the  
stakeholders  about  the  counseling  
and  other  stakeholders,  either  about   program  as  a  whole  and  about   counseling  program  as  a  whole  and  
stakeholders   program  and  about  individual  students  
the  counseling  program  as  a  whole  or   individual  students.    School  Counselor   about  individual  students.  School  
about  individual  students.    School   makes  an  effort  to  document   Counselor  documents  communication   through  a  variety  of  means.    School  
Counselor  does  not  document   communication  with  all  parties,  but   with  all  parties.  School  Counselor’s   Counselor  documents  communication  
communication.  School  Counselor’s   records  are  incomplete.  School   communication  with  families  and   and  accesses  the  documentation  with  
communication  with  families  and   Counselor’s  communication  with   stakeholders  is  appropriate  to  the   ease.  School  Counselor’s  
stakeholders  is  not  conveyed  in  a   families  and  stakeholders  is  not  always   cultural  norms  and  needs  of  the   communications  with  families  and  
culturally  appropriate  manner.   appropriate  to  the  cultural  norms  of   students’  families.      
stakeholders  is  sensitive  to  cultural  
students’  families.      
norms  and  needs,  with  students  
contributing  to  the  communication  as  
appropriate.    

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 CPS  Framework  for  School  Counselors  
Adapted  from  the  Danielson  Framework  for  School  Counselors,  with  permission  from  Charlotte  Danielson  

Component   Unsatisfactory   Basic   Proficient   Distinguished  

4d:  Growing  and   School  Counselor  does  not  participate   School  Counselor’s  participation  in   School  Counselor  seeks  out   School  Counselor  actively  pursues  
developing  professionally   in  professional  growth  activities  even   professional  growth  activities  is   opportunities  for  professional  growth   professional  growth  opportunities  and  
when  such  activities  are  clearly   limited  to  those  that  are  convenient  or   based  on  an  individual  assessment  of   makes  a  substantial  contribution  to  
needed  for  the  development  of   are  required.  School  Counselor’s   need.    School  Counselor  participates   the  profession  using  a  variety  of  
counseling  skills.  School  Counselor’s   relationships  with  colleagues  are   actively  in  school  and  district  events   forums.  School  Counselor  makes  a  
relationships  with  colleagues  are   cordial,  and  School  Counselor   and  projects,  and  maintains  positive   substantial  contribution  to  school  and  
negative  or  self-­‐serving,  and  School   participates  in  school  and  district   and  productive  relationships  with   district  events  and  projects,  and  
Counselor  avoids  being  involved  in   events  and  projects  when  specifically   colleagues.   assumes  leadership  with  colleagues.    
school  and  district  events  and   requested.  
projects.    

4e:  Demonstrating   School  Counselor  is  unprofessional  in   School  Counselor  is  occasionally   School  Counselor  displays   School  Counselor  can  be  counted  on  
professionalism,   interactions  with  colleagues,  students,   unprofessional  in  interactions  with   professionally  high  standards  of   to  hold  the  highest  standards  of  
including  student   and  the  public,  and  violates  principles   colleagues,  students,  and  the  public,   honesty,  integrity,  and  confidentiality   professionalism,  honesty,  integrity,  
advocacy  and  awareness   of  confidentiality.  School  Counselor   and  does  not  violate  confidentiality.     in  interactions  with  colleagues,   confidentiality  and  advocacy  for  
does  not  comply  with  school,  district,   School  Counselor  complies  minimally   students,  and  the  public;  advocates  for   students.  School  Counselor  complies  
of  state  and  federal  
state  and  federal  regulations.  School   with  school,  district,  state  and  federal   students  when  needed.    School   fully  with  school,  district,  state  and  
regulations  
Counselor  does  not  have  a  responsible   regulations,  doing  just  enough  to  get   Counselor  complies  fully  with  school,   federal  regulations,  taking  a  leadership  
or  professional  attendance  record.   by.    School  Counselor  has  a  minimally   district,  state  and  federal  regulations.   role  with  colleagues.  School  Counselor  
responsible  or  professional   School  Counselor  has  a  responsible   has  a  responsible  and  professional  
attendance  record.   and  professional  attendance  record.   attendance  record.  

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