Missouri School Counselor Performance Assessment (MoSCPA) Task Requirements

Transcription

1 Missouri School Counselor Performance Assessment (MoSCPA) Task Requirements Task 2: Implementing Program Components In this task, you will demonstrate your ability to implement program components within the Missouri Comprehensive Guidance and Counseling Program (MCGCP). Standards and Quality Indicators Being Assessed The following Missouri School Counselor Standards and Quality Indicators represent the focus of this task. The evidence you submit must address and will be scored according to the following. Standard 1, Quality Indicators 1, 3, 4, 5, and 6 Standard 2, Quality Indicators 2, 3, and 4 Standard 3, Quality Indicator 1 Standard 4, Quality Indicator 5 1

2 What Do You Have to Do for This Task? For this task, you must submit the following evidence. 1. Written Commentary of a maximum of 28,500 characters (approximately nine typed pages) that responds to all parts of the guiding prompts; references your artifacts to support your written evidence; and describes, analyzes, and reflects on the evidence 2. Five different artifacts (maximum of eight pages), including Artifact Maximum Number of Pages Textbox Location representative pages from your guidance curriculum unit plan representative page of your pretest assessment representative page of your posttest assessment representative pages of a lesson plan that includes the assessment section plan* representative pages of a completed report for the pretest and posttest results *A sample template is provided, but candidates may submit a form of their own. How to Submit Your Evidence (Refer to the Submission System User Guide for details.) Upload your artifacts into your Library of Artifacts. Refer to the artifacts in your Written Commentary. Attach the artifacts to your Written Commentary within the appropriate textbox. How to Compose Your Written Commentary This task has four steps, each with guiding prompts to help you provide evidence that supports the rubric. Your response needs to address all parts of each of the guiding prompts. Step 1: Planning and Designing Step 2: Implementing 2

3 Step 3: Analyzing Step 4: Reflecting Please read the entire task before responding to any guiding prompts. Use the textboxes under the guiding prompts to compose your responses and attach your artifacts. 3

4 Contextual Information Overview: Many factors can affect a school s guidance and counseling program; these could include the community, the district, and/or individual school/classroom/student factors. The information you gather about your learning environment will help provide perspective to the rater who will be scoring your submission. This part of your submission will not be scored, but the information you include could have implications regarding your professional choices. Your response must be limited to 1,500 characters (approximately one-half page typed). No artifacts can be attached to the Contextual Information textbox. Textbox 2.0: Contextual Information a. Describe the school district where you are an intern. Include relevant information about the ethnic, social, economic, cultural, and geographic factors affecting the district environment. b. Describe the school where you are an intern. Include relevant information about the ethnic, social, economic, cultural, and geographic factors affecting the school environment that are different from those described in your response to Guiding Prompt A. 4

5 Step 1: Planning and Designing This step allows you to demonstrate your ability to work with colleagues to develop a guidance curriculum unit plan and a pretest and a posttest. Activity: Modify or design a guidance curriculum unit. Include two or more lessons that address personal/social, academic, and/or career development. Textbox 2.1.1: Planning and Designing a Guidance and Counseling Curriculum Unit a. What Grade Level Expectations (GLEs) did you choose for this unit, and why did you choose them? b. How does the unit benefit students in their personal/social, academic, and/or career development? Provide examples to support your response. c. How does the unit promote the development of a positive school climate and culture? d. How does the unit support K 12 individual student planning (e.g., decision-making skills, setting personal goals, work habits, grade-level transitions, postsecondary readiness, career readiness)? e. How does the unit address the Missouri Comprehensive Guidance and Counseling Program components (guidance curriculum, responsive services, individual planning, system support)? Required artifact for this textbox: representative pages of the guidance curriculum unit plan (maximum of two pages) 5

6 Activity: Modify or design a pretest and posttest to assess the outcomes for one lesson within your curriculum unit plan. Textbox 2.1.2: Planning and Designing Your Pretest and Posttest Assessment for the Lesson a. What factors influenced the selection or development of the pretest and posttest? Provide a rationale for how the factors influenced the assessments. b. How will you administer each of the assessments? Provide a rationale for your choice. c. What criteria will you use to identify students who did not meet the GLE(s)? Required artifacts for this textbox: a representative page of the pretest (maximum of one page) a representative page of the posttest (maximum of one page) 6

7 Step 2: Implementing This step allows you to demonstrate your ability to implement your guidance and counseling unit plan. Activity: After administering the pretest, you should teach one lesson from the guidance curriculum unit that you chose or designed, and then you should administer the posttest assessment. Textbox 2.2.1: Implementing a Guidance and Counseling Lesson Plan a. What specific aspects of personal/social, academic, and/or career development did you choose to address for the lesson? b. What instructional strategies, techniques, and/or technology did you use to engage students while you were teaching the lesson? c. What classroom management strategies did you use while teaching the lesson? d. What strategies did you use to facilitate and maintain appropriate positive relationships with students to ensure a positive classroom community? e. How did you differentiate instruction for a particular student or for particular students while teaching the lesson? If you did not differentiate instruction, explain why differentiation was not necessary. f. What did you do while teaching to identify students who may need other comprehensive school counseling resources through responsive services, individual planning, and/or system support? Required artifact for this textbox: representative pages of the lesson plan that includes the assessment section plan (maximum of two pages) 7

8 Step 3: Analyzing This step allows you to demonstrate your ability to analyze the effectiveness of your lesson and the pretest and posttest results. Activity: Create and analyze a data report using the pretest and posttest results, including the group and individual student learning based on the GLE(s). Consider the GLE(s) as you assess both group and individual student learning. Textbox 2.3.1: Analyzing your Pretest-Posttest Results of the Lesson Plan a. What individual student and group outcomes were evidenced in the pretest and posttest data report? b. How effective were the pretest and posttest assessments in measuring the GLE(s) targeted in the lesson? c. Based on the results of the pretest and the posttest data report, what specific GLE(s) assessed in this lesson did the students understand? Which GLE(s) will require further teaching? Required artifact for this textbox: representative pages of the completed pretest and posttest data report (maximum of two pages) 8

9 Step 4: Reflecting This step allows you to demonstrate your ability to reflect on the effectiveness of the implementation of your guidance and counseling curriculum unit. Activity: Evaluate your lesson and consider recommendations for follow-up and improvements that are consistent with the MCGCP components (guidance curriculum, responsive services, individual planning, system support), and that address the outcomes of the lesson. Textbox 2.4.1: Reflecting on Analysis of Student Outcomes a. What improvements will you make to this lesson and/or future guidance curricula based on the implementation of this lesson and the posttest results? Provide a rationale to support your conclusions. b. What parts of the lesson, including instructional strategies and classroom management strategies, were effective? Provide a rationale to support your conclusions. c. What aspects from this lesson will contribute to a more positive school climate and culture in the future? d. What comprehensive school counseling components will you use to follow up on or reinforce this lesson, unit, and/or future curricula? Provide a rationale to support your conclusions. e. How will the comprehensive school counseling components contribute to K 12 individual student planning and postsecondary success? Provide a rationale to support your conclusions. ( 2015 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO ; telephone number or TTY ; civilrights@dese.mo.gov 9