Master of Education School Counseling Degree Program

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1 Advanced Certificate Portfolio Guidelines Master of Education School Counseling Degree Program Revised Spring 2008 Southeastern Oklahoma State University Durant, Oklahoma 1

2 TABLE OF CONTENTS Introduction...page 3 Conceptual Framework...page 4 Portfolio Assessment Philosophy...page 5 Portfolio Format...page 5 Components of and Timeline for Master of Education Portfolio Development...page 6 Suggested Items of Evidence of Competencies for M.Ed. Portfolios...page 7 Portfolio...page 8 Directions for Completing Modules I, II, and III...page 9 Module I...page 10 Module II...page 13 Module III...page 16 Credentials..page 19 COMPETENCIES REFLECTION FORM...page 20 Program Reflection Form...page 21 Letters of Recommendation...page 22 2

3 INTRODUCTION Each student pursuing an advanced certificate (e.g., Reading Specialist, School Administration, School Counseling) is required by Oklahoma state statute (H.B. 1549, passed in 1995) to compile a portfolio during his/her graduate studies. The purpose of developing a portfolio is for the student to create a collection of artifacts that provides tangible evidence of his/her growth and learning during the course of the master s program. Linn and Miller (2005) describe a portfolio as a self portrait that benefits from guidance and feedback (p. 290). The Advanced Certificate Portfolio Guidelines are available online at the Master of Education program website (http://www.sosu.edu/graduate-studies/programs/master-of-education/). Master of education students who are seeking advanced certification should bring a copy of Advanced Certificate Portfolio Guidelines to their initial advisement meeting. It is the responsibility of the student to compile the portfolio and to keep it current with progress toward the degree as directed in these Guidelines. In general, the Advanced Certificate Portfolio must include a selection of credentials, such as diplomas, awards, and other similar artifacts, along with items of documentation and reflective statements from each course related to the degree associated with the Advanced Certificate. Artifacts should demonstrate the student s mastery of standards established by the NCATE (National Council for the Accreditation of Teacher Education) SPA for the student s specialization. Graduate faculty are responsible for addressing the portfolio requirements for each course. 3

4 Conceptual Framework Professionals for the 21 st Century: Competent, Committed, and Ethical The conceptual framework of the Teacher Education Unit of Southeastern Oklahoma State University establishes the shared vision that directs the preparation of candidates to work effectively as professionals in P-12 schools. The intent and function of the conceptual framework is to provide direction for the programs courses, instruction, candidate performance, service, and to provide accountability for the Teacher Education Unit. The school counseling program is supportive of and responsive to the theme of the Teacher Education Program at Southeastern, Professionals for the 21 st Century: Competent, Committed, and Ethical. The school counseling program at Southeastern emphasizes that school counselors are differentiated from other disciplines in their role of serving three populations on school campuses: students, parents, and teachers. School counselors facilitate the educational environment of a school campus by offering a comprehensive developmental program of counseling services including counseling, guidance, consulting, referral, and coordination. School counselors provide services that meet the needs of all students in three developmental domain areas: academic, personal/social, and career (American School Counselor Association, 2005: Garrett, 2004; Myrick, 2003; Oklahoma State Department of Education, 2004; Schmidt, 2008). To effectively meet the needs of students and the schools, school counselors develop counseling programs that are early childhood through 12 th grade in scope; preventive and proactive; driven by data and accountability; supportive of the use of technology; based on the developmental needs of all students; designed to meet state standards and competencies; coordinated to be an integral part of the total school educational program; implemented by certified school counselors; and formed around a delivery system with counselors, teachers, parents, and community members as an integrated, total program. School counselors respect and value ethical standards of practice and are competent in knowledge, skills, and dispositions needed to perform their role and responsibilities to meet the overall needs of all students and to embrace cultural diversity (American School Counselor Association, 2005; Oklahoma State Department of Education, 2004). 4

5 Portfolio Assessment Philosophy The assessment plan for the Master of Education Degree is characterized by candidate outcome goals, based on standards published by learned societies, which describe the body of knowledge, cognitive skills, and behavior expected from candidates completing the program. Multiple measures are necessary to properly assess the progress and achievement of candidates and to evaluate the program, and candidate portfolios can be valuable supplements to the other measures used in the program. Portfolio assessment facilitates the analysis of candidates progressive acquisition of knowledge and skills with artifacts drawn from class and/or field experiences and also provides evidence of program effectiveness. Candidates are responsible for the development of the portfolio, which should be available to faculty upon request. In addition, candidates must submit portfolios for review upon request by the Oklahoma Portfolio Review Team from the Oklahoma Commission on Teacher Preparation. Portfolio Format A Master of Education Portfolio will be prepared in a three-ring notebook. It will include: I. Title page II. Table of contents III. Divided sections A. Credentials - See pages 6 & 7 B. Module I - Admission to candidacy (12 hour) C. Module II - Admission to comprehensive exams (last nine hours) D. Module III - Filing for graduation IV. Required documents within modules (see pages 6 & 7) V. Additional documents selected by the candidate to demonstrate mastery of standards. VI. General and Specific Standards Assessment forms VII. Artifact/Competencies Reflection forms VIII. Required signatures IX. Program Reflection form X. Letters of Recommendation 5

6 Components of and Time Line for Master of Education Portfolio Development Credentials May be added throughout process (Examples that may be included) Resume Diplomas Licenses Honors/Awards Professional Memberships Presentations at Conferences Reference letters (two university faculty) Module I - Admission to candidacy (completion of 12 hours) Document(s) of evidence developed for each completed course.* Three self-assessment checklists: General and Specific Competencies for Module I. Artifact/Competencies Reflection forms (one for each course completed) Module II - Admission to comprehensive exams (completion of all but 9 hours) Document(s) of evidence developed for each completed course.* Three self-assessment checklists: General and Specific Competencies for Module II. Artifact/Competencies Reflection forms (one for each course completed) Module III - Filing for graduation Document(s) of evidence developed for each completed course.* Three self-assessment checklists: General and Specific Competencies for Module III. Artifact/Competencies Reflection forms (one for each course completed) Program Reflection paper Letters of Recommendation *Additional documents may be included within any module; however, all assignments for which an NCATE rubric has been completed are required to be included in the portfolio. These assignments are clearly identified in each course syllabus and will be emphasized in each course by the professor of record. 6

7 Suggested Items of Evidence of Competencies for M.Ed. Portfolios 1. Evidence of knowledge and skills related to using research evidence and/or conducting research. 2. Evidence of knowledge of historical, philosophical, or organizational foundations of education. 3. Evidence of knowledge of human development, learning, and/or cultural, exceptional, or global ramifications on learners. 4. Evidence of knowledge and skills related to curriculum development. 5. Papers demonstrating an advanced understanding of academic issues and practice in the graduate specialization area. 6. Evidence of research skills in specialty area (could be provided in #1 above, in some subject areas). 7. Evidence of computer competency in ways useful and relevant to graduate specialization (e.g., web page, classroom use, research, etc). 8. Evidence of extensive reading in specialty area. 9. Evidence of writing competency in specialty area. 10. Evidence of ability to use multiple forms of data as the basis for decision making. Note: More than one item of evidence may be contained in a portfolio document. 7

8 PORTFOLIO Compiled in Partial Fulfillment Of the Requirements for the Master of Education School Counseling by (Candidate s Name) Southeastern Oklahoma State University (Date Portfolio began) 8

9 For the student: DIRECTIONS for COMPLETING MODULES I, II, and III 1. Each document placed in the portfolio should be numbered according the title of the Appendix from which it is derived. 2. For Module matrix forms, write the title for the document in the blank next to its number. 3. Write the appropriate document number in the cell on the matrix to indicate each of the Portfolio areas (items of evidence). 4. Sign all forms as indicated. 5. Submit the cumulative portfolio to your advisor. For the advisor: 1. Examine the candidate portfolio for compliance with the guidelines. (See page 5.) 2. When the portfolio is satisfactory, sign the appropriate form (original form kept in portfolio). 3. Forward one signed copy of the appropriate form to the Program Coordinator for the candidate s file. 4. Return portfolio to the candidate. NOTE: A copy of each signed form must exist in the candidate s file, which is kept by the Program Coordinator for individual candidates to be (a) admitted to candidacy, (b) administered the comprehensive examinations, and (c) qualified for graduation. 9

10 MODULE I General Components GENERAL COMPONENTS Document #---> A. Candidates begin portfolio development early in their program. B. Candidates meet the competencies of their respective learned society. C. Candidates relate and apply principles and theories to actual practice. D. Candidates demonstrate involvement in state, regional, or national professional organizations. E. Candidates demonstrate exposure to and interaction with students from different communities, including students who are from different age groups, are culturally diverse, and represent exceptional populations. F. Candidates demonstrate exposure to or knowledge of current research, theories, and best practices in their appropriate field. G. Candidates receive feedback on their internship, practicum, or observation experiences from a variety of sources. Course 1: Artifact/Competencies Reflection: Absent Present Document #1: Document #2: Course 2: Artifact/Competencies Reflection: Absent Present Document #3 Document #4 Course 3: Artifact/Competencies Reflection: Absent Present Document #5 Document #6 Course 4: Artifact/Competencies Reflection: Absent Present Document #7 Document #8: Advisor s Signature Date Candidate s Signature Date 10

11 MODULE I: School Counseling CACREP STANDARDS Document #---> A. PROFESSIONAL IDENTITY studies that provide an understanding of all of the following aspects of professional functioning. B. SOCIAL AND CULTURAL DIVERSITY studies that provide an understanding of the society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities. C. HUMAN GROWTH AND DEVELOPMENT studies that provide an understanding of the nature and needs of individuals at all developmental levels. D. CAREER DEVELOPMENT studies that provide an understanding of career development and related life factors. E. HELPING RELATIONSHIPS studies that provide an understanding of counseling and consultation processes. F. GROUP WORK studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills and other group approaches. G. ASSESSMENT studies that provide an understanding of individual and group approaches to assessment and evaluation. H. RESEARCH AND PROGRAM EVALUATION studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation. Advisor s Signature Date Candidate s Signature Date 11

12 MODULE I: School Counseling OCTP COMPETENCIES Document #---> A. Uses an understanding of human development to provide a comprehensive, developmental guidance and counseling program (OCTP School Counselor Standard 1). B. Understands the impact of environmental influences on students developmental achievement, and helps students develop strategies to reason or cope with situations that may hinder learning (OCTP School Counselor Standard 2). C. Demonstrates an appreciation of human diversity by providing equitable guidance counseling services for all students and by promoting a climate of mutual respect that helps students value themselves and others (OCTP School Counselor Standard 3). D. Uses effective leadership skills to plan, implement, and evaluate a comprehensive, developmental guidance and counseling program to address the needs of all students (OCTP School Counselor Standard 4). E. Provides guidance and counseling services to address the needs and concerns of students and to help students develop skills to use in future situations (OCTP School Counselor Standard 5). F. Facilitates educational and career development of individual students to help all achieve success (OCTP School Counselor Standard 6). G. Uses formal and informal assessment to provide information about and to students, to monitor student progress, and to recommend changes to the student s educational environment (OCTP School Counselor Standard 7). H. Consults with parents and school personnel, provides professional expertise, and establishes collaborative relationships that foster a support system for students, parents, and the community (OCTP School Counselor Standard 8). I. Establishes strong and positive ties with the home and the community to promote the student s growth in school and beyond the school setting (OCTP School Counselor Standard 9). J. Has knowledge of professional ethical codes, the importance of professional development, and the need to work with colleagues to advance the profession (OCTP School Counselor Standard 10). Advisor s Signature Date Candidate s Signature Date 12

13 MODULE II General Components GENERAL COMPONENTS Document #---> A. Candidates begin portfolio development early in their program. B. Candidates meet the competencies of their respective learned society. C. Candidates relate and apply principles and theories to actual practice. D. Candidates demonstrate involvement in state, regional, or national professional organizations. E. Candidates demonstrate exposure to and interaction with students from different communities, including students who are from different age groups, are culturally diverse, and represent exceptional populations. F. Candidates demonstrate exposure to or knowledge of current research, theories, and best practices in their appropriate field. G. Candidates receive feedback on their internship, practicum, or observation experiences from a variety of sources. Course 1: Artifact/Competencies Reflection: Absent Present Document #1: Document #2: Course 2: Artifact/Competencies Reflection: Absent Present Document #3 Document #4 Course 3: Artifact/Competencies Reflection: Absent Present Document #5 Document #6 Course 4: Artifact/Competencies Reflection: Absent Present Document #7 Document #8: Advisor s Signature Date Candidate s Signature Date 13

14 MODULE II: School Counseling CACREP STANDARDS Document #---> A. PROFESSIONAL IDENTITY studies that provide an understanding of all of the following aspects of professional functioning. B. SOCIAL AND CULTURAL DIVERSITY studies that provide an understanding of the society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities. C. HUMAN GROWTH AND DEVELOPMENT studies that provide an understanding of the nature and needs of individuals at all developmental levels. D. CAREER DEVELOPMENT studies that provide an understanding of career development and related life factors. E. HELPING RELATIONSHIPS studies that provide an understanding of counseling and consultation processes. F. GROUP WORK studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills and other group approaches. G. ASSESSMENT studies that provide an understanding of individual and group approaches to assessment and evaluation. H. RESEARCH AND PROGRAM EVALUATION studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation. Advisor s Signature Date Candidate s Signature Date 14

15 MODULE II: School Counseling OCTP COMPETENCIES Document #---> A. Uses an understanding of human development to provide a comprehensive, developmental guidance and counseling program (OCTP School Counselor Standard 1). B. Understands the impact of environmental influences on students developmental achievement, and helps students develop strategies to reason or cope with situations that may hinder learning (OCTP School Counselor Standard 2). C. Demonstrates an appreciation of human diversity by providing equitable guidance counseling services for all students and by promoting a climate of mutual respect that helps students value themselves and others (OCTP School Counselor Standard 3). D. Uses effective leadership skills to plan, implement, and evaluate a comprehensive, developmental guidance and counseling program to address the needs of all students (OCTP School Counselor Standard 4). E. Provides guidance and counseling services to address the needs and concerns of students and to help students develop skills to use in future situations (OCTP School Counselor Standard 5). F. Facilitates educational and career development of individual students to help all achieve success (OCTP School Counselor Standard 6). G. Uses formal and informal assessment to provide information about and to students, to monitor student progress, and to recommend changes to the student s educational environment (OCTP School Counselor Standard 7). H. Consults with parents and school personnel, provides professional expertise, and establishes collaborative relationships that foster a support system for students, parents, and the community (OCTP School Counselor Standard 8). I. Establishes strong and positive ties with the home and the community to promote the student s growth in school and beyond the school setting (OCTP School Counselor Standard 9). J. Has knowledge of professional ethical codes, the importance of professional development, and the need to work with colleagues to advance the profession (OCTP School Counselor Standard 10). Advisor s Signature Date Candidate s Signature Date 15

16 MODULE III General Components GENERAL COMPONENTS Document #---> A. Candidates begin portfolio development early in their program. B. Candidates meet the competencies of their respective learned society. C. Candidates relate and apply principles and theories to actual practice. D. Candidates demonstrate involvement in state, regional, or national professional organizations. E. Candidates demonstrate exposure to and interaction with students from different communities, including students who are from different age groups, are culturally diverse, and represent exceptional populations. F. Candidates demonstrate exposure to or knowledge of current research, theories, and best practices in their appropriate field. G. Candidates receive feedback on their internship, practicum, or observation experiences from a variety of sources. Course 1: Artifact/Competencies Reflection: Absent Present Document #1: Document #2: Course 2: Artifact/Competencies Reflection: Absent Present Document #3 Document #4 Course 3: Artifact/Competencies Reflection: Absent Present Document #5 Document #6 Course 4: Artifact/Competencies Reflection: Absent Present Document #7 Document #8: Advisor s Signature Date Candidate s Signature Date 16

17 MODULE III: School Counseling CACREP STANDARDS Document #---> A. PROFESSIONAL IDENTITY studies that provide an understanding of all of the following aspects of professional functioning. B. SOCIAL AND CULTURAL DIVERSITY studies that provide an understanding of the society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities. C. HUMAN GROWTH AND DEVELOPMENT studies that provide an understanding of the nature and needs of individuals at all developmental levels. D. CAREER DEVELOPMENT studies that provide an understanding of career development and related life factors. E. HELPING RELATIONSHIPS studies that provide an understanding of counseling and consultation processes. F. GROUP WORK studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills and other group approaches. G. ASSESSMENT studies that provide an understanding of individual and group approaches to assessment and evaluation. H. RESEARCH AND PROGRAM EVALUATION studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation. Advisor s Signature Date Candidate s Signature Date 17

18 MODULE III: School Counseling OCTP COMPETENCIES Document #---> A. Uses an understanding of human development to provide a comprehensive, developmental guidance and counseling program (OCTP School Counselor Standard 1). B. Understands the impact of environmental influences on students developmental achievement, and helps students develop strategies to reason or cope with situations that may hinder learning (OCTP School Counselor Standard 2). C. Demonstrates an appreciation of human diversity by providing equitable guidance counseling services for all students and by promoting a climate of mutual respect that helps students value themselves and others (OCTP School Counselor Standard 3). D. Uses effective leadership skills to plan, implement, and evaluate a comprehensive, developmental guidance and counseling program to address the needs of all students (OCTP School Counselor Standard 4). E. Provides guidance and counseling services to address the needs and concerns of students and to help students develop skills to use in future situations (OCTP School Counselor Standard 5). F. Facilitates educational and career development of individual students to help all achieve success (OCTP School Counselor Standard 6). G. Uses formal and informal assessment to provide information about and to students, to monitor student progress, and to recommend changes to the student s educational environment (OCTP School Counselor Standard 7). H. Consults with parents and school personnel, provides professional expertise, and establishes collaborative relationships that foster a support system for students, parents, and the community (OCTP School Counselor Standard 8). I. Establishes strong and positive ties with the home and the community to promote the student s growth in school and beyond the school setting (OCTP School Counselor Standard 9). J. Has knowledge of professional ethical codes, the importance of professional development, and the need to work with colleagues to advance the profession (OCTP School Counselor Standard 10). Advisor s Signature Date Candidate s Signature Date 18

19 CREDENTIALS Portfolio Areas Document #--- > A. Candidates begin portfolio development early in their program. B. Candidates meet the competencies of their respective learned society. C. Candidates relate and apply principles and theories to actual practice. D. Candidates demonstrate involvement in state, regional, or national professional organizations. E. Candidates demonstrate exposure to and interaction with students from different communities, including students who are from different age groups, are culturally diverse, and represent exceptional populations. F. Candidates demonstrate exposure to or knowledge of current research, theories, and best practices in their appropriate field. G. Candidates receive feedback on their internship, practicum, or observation experiences from a variety of sources. Document #1: Document #2: Document #3 Document #4 Document #5 Document #6 Document #7 Document #8: Advisor s Signature Date Candidate s Signature Date 19

20 Artifact Reflection Form Addressing Licensure COMPETENCIES Candidate s Name: Date: Course Number and Title: Module Number: Artifact: Please utilize the following questions to write reflective statements concerning licensure competencies and standards addressed in each completed artifact. Please include several sentences for each question. It is recommended that candidates type reflective statements. Reflective Statements: 1. What did you learn as a result of completing the artifact? 2. How does the artifact show mastery of the listed competencies? 3. What does the artifact show about your growing competence as a school counselor? 20

21 PROGRAM REFLECTION FORM Candidate's Name Date Program (Please write several sentences for each entry.) How has the graduate program and the combination of courses in the program contributed to your personal/professional development? What, if anything, would you do differently were you to repeat the graduate program? 21

22 LETTER OF RECOMMENDATION Signature of Applicant Applicant (Please print.) Last Name First Middle Initial Social Security Number 1. How long have you known the applicant? 2. In what capacity? Instructor Supervisor Other (specify) 3. How well do you know the applicant? Very Well Fairly Well Not Very Well Do Not Know 4. Indicate your impression of the applicant on the characteristics below as compared to other applicants you have known. Need No Excellent Above Avg. Average Improvement Basis Emotional Maturity: Performance under pressure, mood stability, constancy in relationships to others Self-Awareness: knows own strengths and weaknesses Ability to work with others: sensitive to others' needs Reliability: Dependability, conscientiousness Judgment: Common sense, decisiveness Personal Appearance: Appropriate for occasion Professional Potential Oral Communication Written Communication Comments: Faculty's Signature Faculty's Title Date Faculty's Name (please print or type) Faculty's Address Your time in completing this is greatly appreciated. Please provide student with a copy to be placed in graduate portfolio. 22

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