HPC 6452-101 Seminar in Professional School...

HPC 6452-101

Seminar in Professional School Counseling

Summer Session #1 of 2014

~Syllabus subject to change~

Instructor: Elizabeth Graves, PhD, NCC/NCSC, NCLPSC, LPCS, ACS

Office: 336C Reich College of Education

Classroom: RCOE Room # 301

Meetings: 9-12:00 pm and 1:15-4:30 pm on June 7, 14, 21, & 28 (PLUS 15 hours of remote classwork)

Phone: 828-262-8376

Email: [email protected]

Office Hours: Please email to make an appointment as hours will vary in the summer.

Course Description This course is designed to provide opportunities for students to further develop knowledge and skills in

order to deliver a comprehensive and developmental school counseling program. A wide variety of topics

currently addressed in professional school counseling literature will be studied. Prerequisite: HPC 5310.

Focus on Diverse Characteristics and Needs of Students

As school counselors are licensed professional leaders in their schools, it is critical that they possess a

respect for and value of student differences. Without this modeling of positive attitudes and behaviors by

school leaders, students fail to feel physically and/or emotionally safe – an event that, according to well-

published research, leads to the failure of students to achieve their potential. Students must not only feel

safe (at minimum) in their schools, but also valued for who they are and what they bring to the table in

order for them to be invested in learning and in their learning communities. Because respectful behavior

is the professional expectation in this field (civility and humility), this class will practice that level of

professional behavior throughout the course this semester. Thus, all persons in the course are expected to

practice respect for the individual personal opinions expressed by peers regardless of their subscription to

differing opinions. Group-type confidentiality and individual respect shall govern all written and verbal

communication during the duration of the course. Agreeing to disagree with respect (and helping others

to do so also) is a skill critical to school counselors.

CACREP Curricular Experiences

In addition to the other stated objectives, HPC 6452 Seminar in Professional School Counseling meets the

following CACREP common core and/or SC specialty domain requirements:

I.1. Research and Evaluation ~ Critical Evaluation of Research: Students understand how to critically

evaluate research relevant to the practice of school counseling. [Assignment IV.]

I.5. Research and Evaluation ~ Outcome Research and Best Practices: Students understand the outcome

research data and best practices identified in the school counseling research literature. [Assignment II.]

mailto:[email protected]

Course Content

1. Evaluation of research

2. Professional presentation and knowledge-sharing

3. Counseling skills practice

4. Working with youth of demographic characteristics/cultural experiences different from your own

5. Professional portfolio creation

Knowledge and Skill Competencies

The PSCounselor-In-Training will:

√ Demonstrate functional understanding and evaluation of outcome research, research data,

and best practices in the field of school counseling.

√ Demonstrate skill in presenting a relevant, research-based professional presentation to

peers in rehearsal for the upcoming NCSCA Annual Conference (or, if completed

already, then another professional conference or opportunity.

√ Demonstrate advanced helping skills.

√ Demonstrate knowledge/best practice in working with students in the systems of schools

√ Demonstrate a professional product designed to show future employers skills possessed

Infusion of Counseling Related Research

This course places heavy emphasis upon the use and evaluation of counseling-related research and best

practice outcome data. The poster presentation assignment outlined herein will provide opportunity for

students to present research-based best practices to classmates in special-topics areas; the in-class

research evaluation assignment will assist students in effectively evaluating counseling related research

for its veracity, quality, and usefulness.

Methods of Instruction

This course will have didactic and experiential components requiring each student to be familiar with the

readings and participate in discussion based upon those readings. Course activities may include (but are

not limited to): role plays, professional interviews, presentations to the class, lecture, group work,

organizational group meetings, and involved class discussion which will at times require students to

provide peer evaluation/feedback. Special emphasis will be placed upon pertinent and recent (last ten

years) research in professional school counseling and related topics that apply to today’s elementary and

secondary students. Class discussions will include the sharing of ideas, attitudes, experiences,

conceptualizations of the reading and related activities, and the impact of multicultural issues within

schools’ macro- and microsystems.

Required Texts:

You may purchase online the following texts at a reasonable cost online. They are also available

at the bookstore:

1. How Children Succeed (Tough) by Houghton Mifflin Publishing

2. Reign of Error (Ravitch) by Knopf Books

3. Heart of Whiteness (Jensen) by City Lights Press

4. Framework for Understanding Poverty (Payne) 2005 Edition by aha! Press

5. The Difficult Parent (Jaksec) by Corwin Press

6. The First Days of School (Wong & Wong) 2009 Edition

7. Handbook for Classroom Management that Works (Marzano, Gaddy, Foseid, & Marzano)

8. School Counselor’s Guide to Special Education (Trolley) by Sky Horse Publishers

Required Reading: You will need to search, locate, download, print, read, make notes about, and bring to class with

you the following 8 articles:

Bryant, R. M. and Constantine, M. G. (2006). Multiple role balance, job satisfaction, and

life satisfaction in women school counselors. Professional School Counselor,

9(4), 265-271.

Butler, S., & Constantine, M. G. (2005). Collective self-esteem and burnout in

professional school counselors. Professional School Counseling, 9(1), 55-62.

Everall, R. D., & Paulson, B. L. (2004). Burnout and secondary traumatic stress: Impact

on ethical behaviour. Canadian Journal of Counselling, 38(1), 25-35.

Lambie, G. (2007). The contribution of ego development level to burnout in school

counselors: Implications for professional school counseling. Journal of

Counseling and Development, 85, 82-88.

McCarthy, C., Van Horn Kerne, V., Lambert, R., and Guzman, M. (2010). An

exploration of school counselors’ demands and resources: Relationship to stress,

biographic, and caseload characteristics. Professional School Counseling, 13(3),

146-157.

Sheffield, D. S., & Baker, S. B. (2005). Themes from retrospective interviews of school

counselors who experienced burnout. Hacettepe University Journal of Education,

29, 177-186.

Wachter, C. A., Clemens, E. V., & Lewis, T. F. (2008). Exploring school counselor

burnout and school counselor involvement of parents and administrators through

an Adlerian theoretical framework. Journal of Individual Psychology, 64(4), 432-

449.

Wilkerson, K. (2009). An examination of burnout among school counselors guided by

stress-strain-coping theory. Journal of Counseling & Development, 87(4), 428-

437.

NOTE: The Paolucci, Genuis, & Violato (2001) and Watkins & Bentovim (1992) articles

will also be posted; you do not need to print them, but you do need to be very

familiar with their formats and structures (you may bring an electronic copy of

these two articles to class if you like for the purpose of discussion).

Recommended Texts

The instructor will be recommending many helpful texts and/or resources throughout the course. Students

will have a chance to peruse recommended resources in class and are encouraged to purchase those they

find immediately helpful. Those that the student deems may be helpful in the longer term may be added

to the Professional Wish List.

Student Performance Evaluation Criteria: Course Assignments and Activities

I. Attendance, Participation, and Assignment Policy: (See policies on attendance and participation

below.) The text, readings, and handouts used in the course are complementary to lectures, discussions,

and presentations. Therefore, full class attendance is expected and necessary to ensure mastery of course

competencies. In addition, due to the abbreviated and intense course schedule (6 hours per day for 4

days), withdrawal from the course is recommended in the case that a student must be absent from a class.

Additionally, students will not receive permission from the instructor to arrive late to or leave early from

class. Time flexibility in this course has been accounted for already through the 15 hour online/remote

learning commitment that is commensurate with the in-class portion of the course. No late assignments

will be accepted in this course. Due: Per class throughout the semester (6 pts per class; 24 total).

II. Professional Presence Among, Facilitation of, & Engagement with Peers: During the span of the

course, all students will have opportunity to choose a text that particularly challenged or engaged them

and to teach/lead/facilitate a 30-45 minute professional session on that topic (based in, but not

necessarily limited to the text) and to target that session toward an audience who they feel could most

benefit from that session (e.g., parents, administrators, town hall community meetings, legislators,

students, community or agency leaders, etc). The goal of the session(s) should be to inform, advocate,

and demonstrate leadership – thus, they should be structured such that they could indeed be delivered in

your first year(s) of being a PSC (at staff meeting, at Kiwanis clubs, at Board of Education meetings, at

Legislative Days in Raleigh, etc). Due: sign-ups for specific dates and topics will be conducted on

the first day of class; see the course calendar for designations. Points: 12 for presentation / 12 (3

per day) for the demonstration of Professional Behavior Standards outlined in all Core PSC

syllabi (see Handbook). Grade for assignment based upon Peer Evaluation (rubric at rear).

III. Professional PSC Peer-Directed Poster Presentation: Students who have not already done so will

prepare a peer-directed research based presentation for performance at the Annual NCSCA Conference

on a subject both of their choosing and that is deemed of value to PSC practitioners and future

practitioners. Students should plan a presentation lasting up to a potential total of 30 minutes (15

minutes of formal presentation; plus a potential 5-10 minutes of informed, research-based discussion or

question-and-answer with audience members; plus up to a potential 10 minutes of elaboration in the

general class process discussion following).

Keeping in mind that those students who have not already presented at NCSCA last fall or NCCA this

spring must present their presentation this fall at NCSCA in the poster competition in order to graduate

from the PSC program, all presenters will prepare a visual aid in the form of a poster and will create a

handout with essential information to pass out to all class members during their presentations. All

student presentations of posters are individual presentations (no partner/group presentations).

Student grades for this assignment will be based upon both student and instructor rubrics (see the end of

the syllabus for these rubrics). Please note that specific emphasis in the grading rubric is placed upon

research-based best practices in the field of Professional School Counseling. This should be reflected

both in the presentation and in the handout. Those presenters who fail to demonstrate their

understanding of the research data and best practices in the area of study chosen for the presentation

will be required to complete additional assignments until this understanding is well-demonstrated by the

student’s work. Thus, it is strongly recommended that students’ search for topics begin in the current

research literature of any topic which holds their interest. It is also strongly recommended that you use

the rubrics included in the syllabus for this assignment to structure your presentation and your handout.

(Notes: 1. Poster Formatting: Many find that tri-fold posters are best both in terms of size and ease of

use. Those who prefer the ease of PowerPoint-esque presentations often find that this format is easily

converted for use in poster presentations - slides printed and pasted to the poster. 2. Topics: Often

students will choose subjects that they personally wish to know more about before entering

Prac/Internship – rather concrete subjects such as: 504s, DEC/IEP forms and referrals, RTI, or data

management systems in current use in public schools, student assistant or case consultation committees,

DSS referrals, subpoenas, etc.. However, students may choose more comprehensive subjects such as:

working with kids in poverty in the schools, de-escalating crisis situations, school-wide crisis planning,

etc. Students will need to obtain course instructor approval of their topics by June 7.) [Meets

CACREP PSC Specialty Objectives: I.5. as evidenced by student presentation rubric grades.]

Due: Dates for presentations have been assigned by the instructor and are reflected in the course

calendar at the end of this syllabus (12 points possible as determined by Instructor rubric at rear)

IV. Texts Quizzes: Quizzes based upon the course’s texts will be given daily according to the schedule

outlined in the course calendar potential schedule. Questions will be specific and close-ended, open-ended

or fill in the blank, summary or short answer, but will always geared toward practice-ability children,

adolescents, families, school communities, staff/faculty, and parents. The texts will not be taught in the

course. Rather, the instructor expects that all students are working from this common knowledge-base as

we have our discussions throughout the course. Quizzes are designed to assess for working knowledge

necessary for success in the field with at-risk students. Due daily. (20 points possible / 5 points for

each of the 4 quizzes)

V. PSC Research Evaluation Assignment (In-class): Following an instructional lecture to include

information, modeled practice, guided practice, and individual practice, each student will review a series

of articles from professional journals (e.g., Professional School Counseling, Journal of Counseling and

Development, School Counselor, Elementary School Guidance and Counseling, etc). The articles will be

from issues no earlier than 2002 and will sample a host of studies and concept pieces on the subject of

PSC burnout in the profession. Students must demonstrate a working knowledge of and practice-ability

in reading and judging research studies including: 1.) comprehending their overall meaning, 2.)

evaluating their merit and strength based upon the methodology employed, the data gathered, and the data

presented, and 3.) determining their scope in terms of generalizability for use in the practice of school

counseling. Students’ ability to demonstrate these three objectives will be evaluated via an in-class

assignment wherein students will be required to rank the articles by soundness and value to the

profession, explain the reason for their choices via a written explanation outlining the articles’ strengths

and weaknesses, and formulate a statement regarding the appropriateness for use with the general

population of school counselors. Those students who fail to demonstrate mastery of the above criteria for

this assignment will be required to complete additional assignments until mastery is demonstrated.

The articles that will be evaluated for this assignment are listed above in this syllabus under the “Required

Reading” heading. All articles should be electronically searched, read, downloaded, printed, made

notes about, and brought with students to class on Saturday, June 7th

. Each student should bring a

collection of their own articles as sharing will not be allowed during the in-class test portion of the

assignment. [Meets CACREP PSC Specialty Objectives: I.1] Due June 7-28; Final 06/28 (10 points)

VI. Professional Portfolio: Each student will create a professional portfolio designed for use throughout

the Practicum and Internship field experiences – but with the eventual and ultimate purpose of using the

portfolio as a professional-grade Job Interview Portfolio when applying and interviewing for PSC jobs

in the coming year. Students who took HPC 5310 in the fall of 2013 should pull out their Resource

Files in preparation for this assignment. Students will purchase an attractive notebook or binder, a box

of (at least 100) plastic sheet protectors, 1 packet of 5 wide subject tab dividers, and 3 packets of 8 thin

subject tab dividers. The three major sections in the Portfolio will follow the NCDPI “Major Functions

of a Professional School Counselor” as dictated by the 2007 PSC Job Description: “Program

Development”, “Program Delivery”, and “Program Accountability”. Smaller tabbed sections within

each of the three major sections should follow the enumerated objectives in the NCDPI Job Description.

See the “appendices” guide for this assignment at the end of this syllabus. Due June 28. (10 points)

Grading Criteria

1) Attendance 24 (6 pts per class mtg; all or nothing)

2) Professional presence & engagement w/peers 24 (3 pts per class mtg: 12 pts for presentation)

3) Professional poster presentation 12 (may not pass the course until passed)

4) Pop quizzes on required texts (4) 20 (each worth 5 points)

5) Research evaluation assignment (in-class) 10 (may not pass the course until passed)

6) Professional portfolio 10

100 Total

ASU Graduate School Grading Scale (given by %):

A = 95-100 A-= 90-94 B+= 86-89 B = 83-85 B-= 80-82

C+= 76-79 C = 73-75 C-= 70-72 F = Less than 70

Overall Expectations of the Instructor

Attendance and Participation: This course is designed to be experiential in nature, thus regular

class attendance and full participation are necessary to achieve the course objectives. Further, I trust that

students will give the same commitment to peers that they would to their clients. A student’s grade is

influenced not only by their commitment to attendance but also their commitment to participation in the

class. Therefore, students are expected to arrive on time to class, stay for the duration of the class

meeting, and demonstrate engagement with cohort mates, the course material, and the instructor.

Readings and Assignments: Effective learning is enhanced when students complete all reading

assignments, written assignments and experiential exercises. The input of each student is valuable. There

is much that we can learn from each other’s contributions, but only if all students are prepared for class

upon arrival – having read that week’s assignments, prepared for any activities or sessions to be

conducted in that class, and mindfully planning in advance for upcoming assignments/experiences or

reflecting upon past experiences such that the reflections can be shared with peers.

Writing Style: All work is expected to be of graduate level caliber. Papers should be written

using current APA style. You are encouraged to have your work proofread prior to turning it in.

Excessive typographical and grammatical errors detract from the content of your work and will be

reflected in your grade. All assignments should be typed, with 1 inch margins, double-spaced, and stapled

– except as noted otherwise. Double sided use of paper is encouraged. Fancy packaging is unnecessary.

Please turn in original copies only (not xeroxed).

Timely Submission of Assignments: It is expected that all assignments will be submitted by the

deadlines noted in this syllabus. Late assignments will not be accepted except for extraordinary

circumstances that are pre-approved by instructor. Assignments are due at the beginning of class on the

dates indicated on this syllabus.

Electronic Communications: Cell phones, notebook/tablet computers, PDAs, etc are one way

of communicating with others and the world around us. Another way, one which adds to the depth of

experience in the present moment, is communicating with the fullness of our presence (words, thoughts

and actions) with those immediately around us – being fully engaged in the present moment. The efficacy

of counseling kids in schools itself lies in the present experience of the moment with others. Students are,

therefore, asked to deactivate these devices prior to the class starting. Cell phones (etc) may be checked

(etc) while on scheduled breaks during the class. As a professional counselor you would not interrupt

your client session to text or take a personal call (unless it was an emergency – and even then, schools

have strict policies in place for staff use of cell phones and other devices that distract from direct

instruction and supervision of students). Therefore, please give your classmates the same high quality of

respect and attention that you would give the kids in your school. If you are unable act in a professional

manner you may be asked to leave the class.

ASU Policies

Inclement Weather: In the event of serious weather problems that could affect the safety and

well-being of students and/or the instructor traveling from off-campus, the instructor will consult with the

department chair and make a decision regarding whether class will be held. In the event that class is

postponed, students will be contacted by email. Students are responsible for checking messages before

leaving for class. As a last resort, and only in those cases where checking email or reaching other

classmates is impossible, students may text the instructor via cell phone to inquire about class. Classes

postponed due to inclement weather will be rescheduled or compensated for through other arrangements

or assignments.

Religious Observance: Students are allowed a minimum of two excused absences each

academic year for religious observances. Students are responsible for requesting an excused absence no

later than three weeks after the first class day of the term. Students will have the opportunity to make up

tests or other work missed.

Disability Services: Appalachian State University is committed to making reasonable

accommodations for individuals with documented qualifying disabilities in accordance with the

Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a

disability and may need reasonable accommodations in order to have equal access to the University’s

courses, programs and activities, please contact the Office of Disability Services (828.262.3056 or

www.ods.appstate.edu).Once registration is complete, individuals will meet with ODS staff to discuss

eligibility and appropriate accommodations.

Attendance Policy: It is the policy of Appalachian State University that class attendance is an

important part of a student’s educational experience. Students are expected to attend every meeting of

their classes and are responsible for class attendance. Since attendance policies vary from professor to

professor, students should refer to the course syllabus for detailed information. Regardless of what

reasons there may be for absence, students are accountable for all academic activities, and faculty may

require special work or tests to make up for the missed class or classes.

In addition, faculty members are required to make reasonable accommodations for students requesting to

miss class due to the observance of religious holidays. All ASU students are allowed a minimum of two

absences per year for religious observances. Up to two absences for such observances will be excused,

without penalty to the student, provided that the student has informed the instructor in the manner

specified in the syllabus. Notice must be given by the student to the instructor before the absence occurs

and no later than three weeks after the start of the semester in which the absence(s) will occur.

Arrangements will be made to make up work missed by these religious observances, without penalty to

the student. For the purposes of this policy, ASU defines the term “religious observance” to include

religious holidays, holy days, or similar observances associated with a student’s faith that require absence

from class.

Faculty, at their discretion, may include class attendance as a criterion in determining a student’s final

grade in the course. On the first day of class, faculty must inform students of their class attendance policy

and the effect of that policy on their final grade; both policies must be clearly stated in the class syllabus

A student who does not attend a class during one of its first two meetings may, at the discretion of the

academic department, lose her or his seat in that class. Further, if a class meets only one time per week –

e.g., a laboratory or an evening class – the student must attend the FIRST meeting of that class or risk

losing her or his seat.

Academic Integrity Code:

I. Introduction Appalachian State University’s Academic Integrity Code is designed to create an atmosphere of

trust, respect, fairness, honesty, and responsibility. The Academic Integrity Code outlines “user-

friendly” procedures and mechanisms for resolving alleged violations of academic integrity. The

Academic Integrity Code is the result of cooperation among Appalachian’s faculty, students, and

http://www.ods.appstate.edu/

administrators, and promotes a campus dialogue about academic integrity. All members of the

Appalachian State University community are responsible for promoting an ethical learning

environment.

II. The Academic Integrity Code Students attending Appalachian State University agree to abide by the following Code:

o Students will not lie, cheat, or steal to gain academic advantage.

o Students will oppose every instance of academic dishonesty.

Students shall agree to abide by the Academic Integrity Code when submitting the admission application.

You may access the Academic Integrity Code at the following link: http://studentconduct.appstate.edu/

Statement on Student Engagement with Courses: The following statement has been approved

by the Faculty Senate and the Academic Policies and Procedures Committee: In its mission statement,

Appalachian State University aims at “providing students a rigorous liberal education that emphasizes

transferable skills and preparation for professional careers” as well as “maintaining a faculty whose

members serve as excellent teachers and scholarly mentors for their students.” Such rigor means that the

foremost activity of Appalachian students is an intense engagement with their courses. In practical terms,

students should expect to spend two to three hours of studying for every hour of class time. Hence, a

fifteen hour academic load might reasonably require between 30 and 45 hours per week of out-of-class

work.

http://studentconduct.appstate.edu/

Assignment Appendices:

Poster Presentation:

Instructor Rubric for Poster Presentation:

Poster Presentations: Instructor Evaluation

Presenter Name: ________________________________________________________________

Presentation Topic: ______________________________________________________________

(1 is low – 5 is high)

General Criteria: Rating:

Material is relevant to audience (useful to practitioners) 1 2 3 4 5

Material is presented in such a way that concepts are accessible 1 2 3 4 5

Material is timely and up-to-date / current 1 2 3 4 5

Material is presented such that student interest is sparked 1 2 3 4 5

Handout is useful and the information organized for easy accessibility 1 2 3 4 5

Poster is attractive to professionals (topic & layout) 1 2 3 4 5

Overall impression created by both speaker and materials 1 2 3 4 5

Best Practice Research Evaluation Criteria:

Presentation (verbal) evidences that a range of research studies was

utilized in preparation for the presentation.

1 2 3 4 5

Presentation (written handout) evidences that a range of research

studies was utilized in preparation for the presentation (resource list

and bibliography).

1 2 3 4 5

Evidence that only the highest-quality studies of those available was

specifically utilized in preparation for the presentation and in best

practice recommendations to future practitioners.

1 2 3 4 5

Evidence that the student understands the research outcome data

he/she read; ability to convey that understanding.

1 2 3 4 5

Note: student must attain a rating of no less than a ‘4’ in the Best Practice Research section order to pass

the assignment and the course.

Poster Presentation: Peer Evaluation

Presenter Name: ________________________________________________________________


Reviewer’s Initials: ______________________________________________________________


Criteria: Rating:



Material is timely (represents current best practice research) 1 2 3 4 5




Presenter Name: ________________________________________________________________




Criteria: Rating:







Presenter Name: ________________________________________________________________




Criteria: Rating:







Presenter Name: ________________________________________________________________




Criteria: Rating:







Presenter Name: ________________________________________________________________




Criteria: Rating:






Professional Peer Presentations: Peer Evaluation

Presenters’ Names: ________________________________________________________________


Reviewer/Audience: ______________________________________________________________


Criteria: Rating:











Criteria: Rating:











Criteria: Rating:











Criteria: Rating:











Criteria: Rating:











Criteria: Rating:











Criteria: Rating:






Name:____________________

PSC Research Evaluation Assignment (In-Class):

There are three (3) remaining articles that you need to evaluate for their veracity and quality. Re-read or

review them and then complete the handout/outline by doing the following:

A. Rank the articles by soundness and value to the profession (1 = highest quality)

B. Provide a written explanation of the reason for each article’s assigned rank choices (outline the

articles’ strengths and weaknesses)

C. Formulate a statement for each article regarding the appropriateness and/or restrictions for use

with or in the general population of school counselors and their practice of counseling

1.Top Ranking Article: (authors’ names) ___________________________________________________

Task Student Response

Summarize the

meaning of this

article in terms of

its use to the

professional SC:

What are the

strengths of this

study?

What are the

weaknesses of this

study?

Give this article a

grade (A – F) in

terms of how

generalizeable this

study is to a wider

population of PSCs

or their students?

Why did you give

it this grade?

2.Middle-Ranking Article: (authors’ names) _________________________________________________


Summarize the

meaning of this

article in terms of

its use to the

professional SC:

What are the

strengths of this

study?

What are the

weaknesses of this

study?

Give this article a

grade (A – F) in

terms of how

generalizeable this

study is to a wider

population of PSCs

or their students?

Why did you give

it this grade?

3.Lowest-Ranking Article: (authors’ names) _________________________________________________


Summarize the

meaning of this

article in terms of

its use to the

professional school

counselor:

What are the

strengths of this

study?

What are the

weaknesses of this

study?

Give this article a

grade (A – F) in

terms of how

generalizeable this

study is to a wider

population of PSCs

or their students?

Why did you give

it this grade?

Seminar 2014

Instructor’s Rubric for Grading Research Evaluation In-Class Assignment:

Student Name: __________________________________________

Evaluation Criteria Rating (1=Low)

Ability to accurately summarize the overall meaning and

significance of study #1

1 2 3 4 5

Ability to evaluate the merit and demerits (strengths and

weaknesses) of the study based upon the methodology

employed, the data gathered, and the data presented in study

1 2 3 4 5

Ability to determine the applicable scope of the study in terms of

generalizability for use in the wider practice of school

counseling in study #1

1 2 3 4 5

Average:



1 2 3 4 5




1 2 3 4 5




1 2 3 4 5

Average:



1 2 3 4 5




1 2 3 4 5




1 2 3 4 5

Average:

Score:

Comments:

Strengths Suggestions

Professional Portfolio:

General Guidelines by Page:

1. Page 1: Attractive coversheet with your name, etc.

2. Page 2: A concise statement of purpose/rationale for a school system (Pre K- Grade 12) to host a

developmental school counseling program. This statement should be professionally written in

your own words and needs to be a clear and well-written statement that is in compliance with

ASCA National Model and NC guidelines for developmental school counseling programs.

3. Page 3: A concise statement of the roles and responsibilities of a school counselor at the TWO

school levels where you would be willing to accept a position (elementary, middle/junior, or

senior high level). This statement is to be professionally written in your own words and needs to

address how a school counselor at the school level you designate responds to specific roles and

responsibilities within the major functions of the North Carolina School Counseling model.

Specifically address the following: the role of the PSC in student assistance program teams,

advisory teams, school leadership, curriculum development and implementation across the

school, and assessment (RTI, 504, EC IEPs, etc).

4. Page 4: Your semi-generic school counseling brochure (instructor has examples upon request) or

media presentation of a public service announcement that you design that would be used as public

relations material for your school level.

5. Page 5: Updated resume (ideally one page).

6. Page 6: Documentation of Professional Preparation for PSC career: a.) List of all courses

completed in your PSC program (required and elective – and any certificate work which will be

completed). List the titles of completed coursework only – not course numbers or sections; b.)

Documentation of Professional Development Activities – professional conferences in which you

were a participant during your PSC training here at ASU – and at which you have presented and

upon what topics; c.) Professional Organization Memberships in ASCA, ACA, NCCA, NCSCA,

LPCANC).

7. Page 7 should be the first of your 3 wide subject dividers labeled “Program Development”

8. Page 8 should be an outline of all the sub-functions covered in this section

9. Page 9 should be the first of your 24 thinner subject dividers labeled “1.1”

10. Etc… (following the NCDPI Job Description outline below)

NCDPI Job Description:

MAJOR FUNCTION 1: DEVELOPMENT AND MANAGEMENT OF A COMPREHENSIVE

SCHOOL COUNSELING PROGRAM

1.1 Discusses the comprehensive school counseling program with the school administrator.

~Completes a management agreement with the administrator

1.2 Develops and maintains a written plan for effective delivery of the school counseling program

based on the NC Comprehensive School Counseling Standard Course of Study /Essentials and

current individual school data.

1.3 Communicates the goals of the comprehensive school counseling program to education stakeholders.

~Publicizes newsletters, calendars, memos, web pages, etc.

~Presents information to school improvement team, to school counselor advisory council, at

parent/guardian meetings, etc.

1.4 Maintains current and appropriate resources for education stakeholders.

~Maintains career resources, college and scholarship information, parent/guardian resources,

teacher resources, community resources, etc.

1.5 Uses the majority of time providing direct services through the Guidance Curriculum, Individual

Student Planning and Preventive and Responsive Services and most remaining time in program

management, system support and accountability.

[National standards recommend 80% of time in Guidance Curriculum, Individual Student

Planning and Preventive and Responsive Services and 20% of time in program

management, system support and accountability. (American School Counselor

Association (2003). The ASCA National Model: A Framework for School Counseling

Programs. Alexandria, VA)]

~Maintains calendars of activities and services of the school counseling program.

MAJOR FUNCTION 2: DELIVERY OF A COMPREHENSIVE SCHOOL COUNSELING

PROGRAM

Guidance Curriculum

2.1 Provides leadership and collaborates with other educators in the school-wide integration of the State

Guidance Curriculum Standard Course of Study / Essentials.

~Assists teachers with how to use the State Guidance Curriculum / Essentials lesson plans in their

classrooms.

~Provides applicable materials and resources to teachers for doing guidance activities in their

classrooms.

2.2 Implements developmentally appropriate and prevention-oriented group activities to meet student

needs and school goals.

~Conducts classroom guidance lessons such as character education.

~Conducts small and large group activities based on the guidance curriculum.

Individual Student Planning

2.3 Assists all students, individually or in groups, with developing academic, career and personal/social

skills, goals and plans.

~Conducts counseling sessions with students.

~Appropriately guides students in developing goals based on individual data and other relevant

information.

2.4 Accurately and appropriately interprets and utilizes student data.

2.5 Collaborates with parents/guardians and educators to assist students with educational and career

planning.

~Sends written communications to parents/guardians and teachers

~Apprises teachers of adaptive materials and services that exist and are available to students.

Preventive and Responsive Services

2.6 Provides individual and group counseling to students with identified concerns and needs.

2.7 Consults and collaborates effectively with parents/guardians, teachers, administrators and other

educational/community resources regarding students with identified concerns and needs.

~Advocates for equity and access for all students.

~Provides staff with resources to accommodate individual differences and needs of students.

2.8 Implements an effective referral and follow-up process.

~Manages and communicates a clear means for counseling referrals and other access to

counseling services.

2.9 Accurately and appropriately uses assessment procedures for determining and structuring individual

and group counseling services.

System Support

2.10 Provides appropriate information to staff related to the comprehensive school counseling program.

~Informs staff of services provided by the school counselor and how to access those services.

2.11 Assists teachers, parent/guardians, other stakeholders in interpreting and understanding student data.

2.12 Participates in professional development activities to improve knowledge and skills.

~Attends professional conferences, workshops, etc. relevant to school counseling.

2.13 Uses available technology resources to enhance the school counseling program.

2.14 Adheres to laws, policies, procedures, and ethical standards of the school counseling profession.

~Monitors/supervises student activities as appropriate.

MAJOR FUNCTION 3: ACCOUNTABILITY

3.1 Conducts a yearly program audit to review extent of program implementation.

3.2 Collects and analyzes data to guide program direction and emphasis.

3.3 Measures results of the school counseling program activities and shares results as appropriate.

3.4 Monitors student academic performance, behavior and attendance and assists with interventions.

~~Course Calendar, Assignments, Schedule~~

(Version 05/23/14) Date Class Content Readings

Covered by

Quiz

Assignments Due

Prior to

June 7

NA NA Text Readings: (Ravitch & Tough)

Prepare Poster Presentation

Decide on Textbook teaching preference

Purchase supplies for Portfolio

Procure or borrow a copy of DSM-V

Saturday

June 7

Course Intro / Syllabus Review

Portfolio Discussion

Poster Presentations

CGLP strategy #1: Spy

~Lunch~

Texts Discussion & Quiz

Workshop #1 (will need laptops)

Group Discussion & Sharing

Case Study

Ravitch text

Tough text

Poster Presentation Due: Meredith & Kelsey

Texts Quiz

Bring:

a.laptop with PowerPoint capacities

b.portfolio supplies

c.DSM-V

Saturday

June 14

Poster Presentation

Case Study

CGLP strategy #2: Trainwreck,

Cliques, Rock/Ppr/Scissors

Research Evaluation: Part 1

~Lunch~

Texts Quiz

Text Seminar & Discussion: Race

Text Seminar & Discussion: Class



Jensen text

Payne text

Poster Presentation: Dustin

Text Teaching: (1 for Jensen, 2 for Payne)

______________

______________ ______________

Texts Quiz

Bring:

a.DSM-V

b.research articles (8 of them)

c.laptop with graphics capacities

Saturday

June 21

Poster Presentation

Case Study

CGLP Strategy #3: Secret Path

Research Evaluation: Part 2

~Lunch~

Texts Quiz

Text Seminar: School Success 101

Text Seminar: Classroom Mangmnt

Text Seminar Enrichment: MI & CM



Wong

Marzano et al

Poster Presentation: Tracy

Text Teaching: (4 students, 2 per text)

______________ ______________

______________ ______________

Texts Quiz

Supplemental Text Teaching: Meredith

Bring:

a.laptop with calendaring capacity

b.DSM-V

c.research articles

Saturday

June 28

Portfolio Sharing

Poster Presentation

CGLP Strategy #4: Grp Processing

Research Evaluation: Part 3 in-class

Speaker: Bill Medlin from PENC

~Lunch~

Texts Quiz

Text Seminar: Exceptional Kids

Text Seminar: Difficult Parents

Case Study

Course Evaluations

Trolley

Jasec

Poster Presentation: Jenna

Text Teaching: (4 students, 2 per text)

______________ ______________

______________ ______________

Texts Quiz

Bring:

a.research articles

b.DSM-V

c.completed & polished Prof Portfolios!

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