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1 Program Course Information: PROGRAM: M.Ed. in School Counseling EDUC 704 SECTION 001 COURSE TITLE: Promoting College and Career Readiness, 3 semester hours DAY, TIME, LOCATION: Wednesdays 1-3:50pm CCEE INSTRUCTOR NAME and CONTACT INFORMATION: Patrick Akos pakos@ .unc.edu Office Hours: By Appointment DATE SYLLABUS REVISED: January 2015 COURSE DESCRIPTION: This course examines theories and models of career development, school transitions, college access/college admissions counseling, and educational policy. Students will utilize action plans that include assessment tools, information sources, and technology to promote college and career readiness for diverse K-12 school communities. REQUIRED TEXTS/READINGS: Niles, S. G., & Harris-Bowlsbey, J. (2012). Career development interventions in the 21 st century (4 th ed.). Columbus, OH: Merrill Prentice Hall. -Supplemental readings and/or websites will be assigned and posted on Sakai. METHODS OF INSTRUCTION Instructional procedures will consist of lectures, class discussions, guest speakers, site experiences, and related exercises. UNC-CH School of Education Conceptual Framework: Preparing Leaders in Education The School of Education is committed to the preparation of candidates who can assume leadership roles in the field of education. Such preparation is accomplished through the coherent integration of the abilities and predispositions of candidates, the knowledge and abilities of faculty, and the contextual elements of academic and field settings. Candidates accept their professional responsibilities and focus their expertise and energy on supporting Birth-12 student development and learning. They must work to maintain a meaningful involvement in activities within schools and in partnership with parents and the community. The growth and development of candidates is promoted through curriculum, instruction, research, field experiences, clinical practice, assessments, evaluations, and interactions with faculty and peers. All of these elements work together to build a solid foundation for exemplary practice in education, creating educational practitioners who are prepared to better serve children, families and schools, as well as business and agencies of government within North Carolina, across the nation and throughout the world. For Equity and Excellence Preparation of educational leaders for today's society is based in values of equity and excellence that assure our candidates' and their students' future success. Attending to the challenge of promoting both equity and excellence is imperative. To address only one of these goals would, on the one hand, sacrifice those put at risk by social and cultural hierarchies in society or would, on the other hand, fail to press for the highest possible levels of accomplishment. Equity and excellence must be pursued concurrently to assure that all students are well served and that all are encouraged to perform at their highest level.
2 Within the School of Education, equity is seen as the state, quality, or ideal of social justice and fairness. It begins with the recognition that there is individual and cultural achievement among all social groups and that this achievement benefits all students and educators. Equity acknowledges that ignorance of the richness of diversity limits human potential. A perspective of equity also acknowledges the unequal treatment of those who have been historically discriminated against based on their ability, parents' income, race, gender, ethnicity, culture, neighborhood, sexuality, or home language, and supports the closure of gaps in academic achievement. Decisions grounded in equity must establish that a wide range of learners have access to high quality education in order to release the excellence of culture and character which can be utilized by all citizens of a democratic society. Within the School of Education, excellence is seen as striving for optimal development, high levels of achievement and performance for all and in all that is done. In preparatory programs across grade levels, curriculum and instruction furthers excellence when it moves a learner as effectively as possible toward expertise as a thinker, problem solver and creator of knowledge. Excellence entails a commitment to fully developing candidates, not only academically but also in moral and political senses.2 In a Democratic Society The preparation of exemplary practitioners in education to meet the challenges of equity and excellence is best accomplished through preparation for a democratic society. Democracy around the globe is an ideal, one with the potential to meet the needs, recognize the interests and establish the rights of all citizens. Education is a necessary foundation for this ideal, and both must be subscribed to and participated in by all. School of Education Conceptual Framework Principles The School of Education is committed to diverse, equitable, democratic learning communities. As a result, candidates are expected to acquire and apply the knowledge, skills and dispositions that prepare them to support the development and education of all students. The School of Education uses the following unit principles, applicable at all program levels, to identify the knowledge and skills that are central to preparation of candidates. It is the School of Education 19s goal that candidates will become leaders supporting and promoting the development, teaching and learning of all students in multiple contexts. 1. Candidates possess the necessary content knowledge to support and enhance student development and learning. 2. Candidates possess the necessary professional knowledge to support and enhance student development and learning, including meeting student needs across physical, social, psychological, and intellectual contexts. Candidates incorporate a variety of strategies, such as technology, to enhance student learning. 3. Candidates possess the necessary knowledge and skills to conduct and interpret appropriate assessments. 4. Candidates view and conduct themselves as professionals, providing leadership in their chosen field, including effective communication and collaboration with students and stakeholders. SOE Conceptual Framework Dispositions Certain dispositions are essential to prepare leaders who support equity and excellence in
3 education within a democratic society. Dispositions are beliefs that foster commitments, leading to actions within educational environments with students, colleagues, families, and communities. Candidates strengthen these dispositions as they think deeply, reflect critically and act responsibly in their professional practice. These dispositions are interconnected with knowledge and skills; specific dispositions connect to and exemplify unit principles, facilitating their enactment in particular programs. 1. Candidates will exhibit behavior that demonstrates a belief that all individuals can develop, learn, and make positive contributions to society. 2. Candidates will exhibit behavior that demonstrates a belief that continuous inquiry and reflection can improve professional practice. UNC-CH School Counseling Program Conceptual Framework: Preparing School Counselors The M.Ed. program in School Counseling at the University of North Carolina is predicated on the Strengths-Based School Counseling (SBSC) model that asserts that the school counselor s primary role is to promote and advocate for positive youth development for all students and for the environments that enhance and sustain that development. The SBSC approach characterizes positive youth development as nurturing and enhancing empirically identified student strengths or competencies rather than focusing on student weaknesses and problem areas. SBSC provides a framework to guide the practice of school counseling in the 21st century that is both compatible with and operationalizes many of the features of the ASCA National Model for School Counseling Programs. Strengths-based school counselors employ a variety of direct (e.g., counseling, classroom guidance) and systemic (e.g., consultation, advocacy) level interventions to promote culturally relevant student development in the academic, personal/social, and career domains. The strengths-based perspective identifies the counselor as a school leader who works with students, teachers, administrators, parents, and other members of the community and promotes strengths-enhancing environments for all students. SBSC is guided by six principles listed below. The Six Guiding Principles of Strengths-Based School Counseling Promote Context-Based Development for All Students Contemporary developmental theorists and researchers emphasize the influential and interactive role that context (e.g., culture) and environment play in human development. Thus, school counselors should acknowledge and seek to incorporate contextual factors in their efforts to facilitate positive development for all students. Promote Individual Student Strengths Strengths-Based School Counseling focuses on helping students build on or further enhance their current culturally relevant strengths and competencies as well as develop additional ones that have been shown to be associated with positive development. Promote Strengths-Enhancing Environments Strengths-enhancing environments are associated with positive youth development; therefore, an important function of the school counselor is to actively promote these types of environments through leadership, collaboration, advocacy and other systemlevel interventions. Emphasize Strengths Promotion over Problem Reduction and Problem Prevention Rather than placing the school counselor in a reactive mode of functioning by focusing
4 on problem prevention and remediation, Strength-Based School Counseling focuses on promoting positive development which allows the school counselor to assume a more proactive role and serve a much larger number of students. Emphasize Evidence-Based Interventions and Practice Adhering to the premise that research knowledge provides the most reliable source of guidance in determining appropriate and effective interventions, the strengths-oriented school counselor is committed to evidence-based practice. Emphasize Promotion-Oriented Developmental Advocacy at the School Level In Strengths-Based School Counseling, school counselor s advocacy efforts will focus primarily on lobbying for system policies and environments that enhance development for all students and secondarily on identifying and removing barriers. The school counselor s advocacy is concerned with assuring access, equity, and educational justice for all students. Course Standards & Objectives: (Relevant 2009 CACREP Standards) 1) Students will understand the following: a. career development theories and decision-making models; (CACREP IIG4.a) b. career, avocational, educational, occupational and labor market information resources, and career information systems; (CACREP IIG4.b) c. career development program planning, organization, implementation, administration, and evaluation; (CACREP IIG4.c) d. interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development; (CACREP IIG4.d) e. career and educational planning, placement, follow-up, and evaluation; (CACREP IIG4.e) f. assessment instruments and techniques relevant to career planning and decision making; and (CACREP IIG4.f) g. career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy. (CACREP IIG4.g) 2) Students will demonstrate knowledge and/or skills in the following: C2. Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students. C4. Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling. D2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. E2. Identifies community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. F2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. F4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students. G3. Identifies various forms of needs assessments for academic, career, and personal/social development. H2. Selects appropriate assessment strategies that can be used to evaluate a student s academic, career, and personal/social development. H5. Assesses barriers that impede students academic, career, and personal/social development. J2. Develops measurable outcomes for school counseling programs, activities,
5 Learning Opportunities: interventions, and experiences. K2. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. M3. Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students Attendance and Engagement DETERMINED 4/22 Students will be engaged in discussion sessions, small task groups, presentations, and experiential activities. Engagement includes completing readings prior to class and completing assignments fully and of high quality. Your attendance, promptness, commitment, and overall participation will greatly enhance your learning. Theory & Quizzes IN CLASS 1/21, 1/28, 2/25 Prepare by completing the assigned readings before class. During class, you will be asked to recall and apply career development theory and other content as assigned. College Access Research -- DUE DATE 2/18 Choose a national, regional, state, or district level program that goal is primarily specific to college access and/or college admissions counseling (use the directory at (or other sources) to choose a program and inform the course instructor (submit on through sakai) of 2-3 possible choices by 1/21; one of the programs from your list will be assigned). Consult the scholarship related to the program (e.g., refereed journal articles, grant reports, etc.) and contact/observe leaders of these programs to increase your understanding. Prepare a 2 page report that includes a) purpose or stated objectives, b) theory base, c) delivery/mechanism, d) evaluation data, e) availability/cost, and f) applicability for school counselors (specifically how school counselors might be able to adopt/utilize some mechanisms of the programming in their own practice). Be prepared to discuss and critique in class the program and especially the applicable aspects for school counselors. (CACREP IIG4b) (CACREP School C4) Research and Program/Intervention Application PRESENTATION DATES: groups I,II,V (3/1), groups III, IV, VI (3/18) In assigned groups, complete the tasks or answer the questions related to school transitions. The research should explore school counseling and the broader context of theory/research related to other school personnel, classroom/school practices, and educational policy. I. Create an assessment tool to measure school transition to middle school self-efficacy. What specific abilities/tasks would ensure a positive transition? How might gender impact this concept? II. Outline developmentally appropriate special education polices/practices for school transitions from elementary to middle school. III. How might you apply hope theory to support students in the transition to postsecondary education? Would race impact your approach in any way? IV. Design a social media strategy to promote a successful 8-9th grade school transition? How might geography (e.g., rural) or school configurations impact this? V. Design a computer game/app or children s book on navigating the transition into kindergarten that is appropriate for ELL students. VI. What might a peer mentoring intervention look like to promote successful middle school to high school transitions? How might you
6 consider socioeconomic status in this program/intervention? Groups will prepare a 5 page product using a minimum of 5 current ( ) refereed journal articles. The link between the product and the research should be clear. The summary/products will be posted to Sakai on the Monday before your group presents. During the assigned class session, each group will also lead a ~20 minute structured activity with the class. It should include a synthesis of the groups learning from the research and ENGAGE the rest of class in activity to deepen learning (lecture and powerpoint is discouraged). It is expected that outside class time will be needed to plan and prepare this presentation. (CACREP IIG4 c,d,f,g) (CACREP School D3, E1) Peer feedback on contributions will be solicited and included in the grading. ASCA School Counselor Career Portfolio DUE DATE 4/1 This assignment is a composite of your work throughout the program so far. This is an opportunity to examine and enhance your own career, while utilizing course content and processes you might also utilize with K-12 students. Required steps and portions of the assignment are detailed below (CACREP School A3,A5,B2): o Design a timeline and plan/process for your job search strategy. Please include a description of what your ideal job (e.g., type of school, role, location, etc.) looks like. DRAFT DUE: 1/28 o Design a 1 page cover letter and 1 page resume. DRAFT DUE: 2/11 o These initial steps will inform and culminate in a web-based career portfolio that documents your competency as a school counselor. Organize your portfolio according to the ASCA National Model (e.g., four components, outside themes). For course requirements, be sure to minimally include (a) a 1 page resume, (b) 2 sample work products or artifacts in each of the four ASCA National Model areas (e.g., student work samples, documented achievements, needs assessment results, mission statement, intervention plans for academic/personal social/career development, case notes without identifying information, intervention evaluation results, guidance or group plans), (c) at least one artifact for each of outside themes of the model, and (d) any additional documentation you feel will be useful (e.g., student notes, teacher or parent letters). Any platform is acceptable (e.g., weebly.com). UNC-CH tech support might also be helpful. DUE DATE 4/8 o Participate in a mock school counselor interview. Conducted during class time on 3/25 or 4/1 (you will be assigned one of the dates based on spring break schedules). Schedule TBA. *You may find it useful to utilize additional career resources to facilitate this project. These may include, but are not limited to UNC-CH Career Services (careers.unc.edu), NBPTS/NBCC website, RAMP application, education job fair, site and university supervisors, practicing school counselors, and related information sources. College and Career Readiness Intervention Final Exam Tentative plan (ASCA plan format) due 2/11; Final ASCA action plan, ASCA results report, and 3-page summary due 4/18; Intervention discussions take place in class on 4/22 Create, implement, and evaluate an intervention or program designed to
7 promote college and career readiness for students at your internship site. Using chapter nine of your textbook, consider each of the ten steps discussed. Be sure to integrate as appropriate career development theory, assessment, career information and resources, technology, ethics and diversity as part of your intervention effort. A draft ASCA curriculum action plan or closing the gap plan is due 2/11. On 4/18 submit an ASCA action plan, ASCA results report, and 3-page summary of the 10 steps outlined in the text. Each student will meet with the course instructor in small groups to discuss the ten steps outlined in the text as it relates to their intervention (approximately minutes times TBA) on 4/22. (CACREP IIG4.a,c,e,g) (CACREP School C2,C4,D3) *It is expected that your career intervention will not begin until late Spring to enable you to use course content in the intervention. Further, career intervention should be unique from internship or other class projects. You may extend or build upon a current intervention at your site but that extension should include revision of current practice or complementary efforts that utilize course content. Finally, your site supervisor will provide feedback on the intervention as part of the project grade. Requirements: Attendance and Course Participation Attendance is essential. Absences greatly interfere with your learning and participation is necessary and part of your final grade. Student Performance Evaluation Criteria and Procedures Attendance and Engagement = 10 pts Career Theory Quizzes = 15 pts Research Product & Group Activity = 20 pts (10 paper/product, 10 activity) College Access Research = 15 pts Career Portfolio & Process = 20 pts (timeline 2pts, cover letter and resume 3pts, ASCA portfolio 10pts, mock interview 5pts) Career Development Intervention Project = 20pts (ASCA plan 2pts, ASCA results report 3 pts, and final report 5pts, final discussion 5pts, grade/comments from your supervisor 5pts) Schedule: ( is an H, is a P, is an L, below 80 is an F or incomplete) Agenda and topics for Class Meetings Class Schedule Date Content Assignments January 7 Putting career development and counseling in context - past and present Niles & Harris-Bowlsbey, Chapter 1, 14 Appendix A,B,D,E Syllabus review Readings Snopes, Cook January 14 Understanding and applying career development theories (Parsons, Super, Holland & Gottfredson) NCDA.org website NACAC website Niles & Harris-Bowlsbey Chapter 2 Readings TBD Group assignments
8 January 21 January 28 February 4 Theory application Understanding and applying career development theories part II (SCCT & etc.) Theory application application quiz part I Understanding and applying career development theories part III (Savickas) Theory application application quiz part II CFNC Training - Assessments in Career Counseling - Career Planning with Technology - Intervention steps 1-5 Niles & Harris-Bowlsbey Chapter 3 Readings TBD College access choices due Readings TBD Draft timeline and plan due Niles & Harris-Bowlsbey, Chapter 5, 6, 7 -Look at software eval criteria (pdf) * one career counseling or development website of interest (LEVEL SPECIFIC) February 11* Educational Transitions Educational Reform and Career Development - Career Start - Career Academies - Intervention steps 6-10 Niles & Harris-Bowlsbey, Chapter 9 One page resume and cover letter due *Tentative ASCA intervention plan due February 18* College access discussion Readings assigned by group College Access Report Due
9 February 25 College admissions counseling trade schools and 2 year schools application quiz part III Readings assigned by group Research one non-4 year college/university March 4 Promoting Career Development in ES/MS -Gender, Special education and English language learners Niles & Harris-Bowlsbey, Chapter 4, 10, 11 NCDA, ASCA standards Presentation Groups I, II, V March 11 March 18 March 25 (Wake break) April 1 (Chapel Hill, Wake, Orange break) April 8 UNC-CH Spring Break Promoting Career Development in MS/HS -Class, Race and Place -CDC & CTE Mock Interviews CH, Durham and Orange students Mock Interviews Durham, Chatham, Alamance students Job Search Process Mock Interviews Future of College Access and Career Counseling Individual meetings on site interventions Niles & Harris-Bowlsbey, Chapter 4, 10, 11 Presentation Groups III, IV, VI Niles & Harris-Bowlsbey Chapter 8 School Counselor Portfolio Website due April 15 University Career Services - Meet on campus at 1pm at
10 April 22 UCS Small Group Meetings on Intervention Project Specific Times TBA ASCA Action Plans and Results Reports posted to Sakai to the course instructor 4/18 Disability Services Information: Honor Code Information: References & Resources: If you have a medical condition/disability that may require reasonable accommodation to ensure equal access to this course, please contact the Department of Disability Services at , on the internet at or via at disabilityservices@unc.edu The University of North Carolina at Chapel Hill has had a student-administered honor system and judicial system for over 100 years. The system is the responsibility of students and is regulated and governed by them, but faculty share the responsibility. If you have questions about your responsibility under the honor code, please bring them to your instructor or consult with the office of the Dean of Students or the Instrument of Student Judicial Governance. This document, adopted by the Chancellor, the Faculty Council, and the Student Congress, contains all policies and procedures pertaining to the student honor system. Your full participation and observance of the honor code is expected. If you require further information on the definition of plagiarism, authorized vs. unauthorized collaboration, unauthorized materials, consequences of violations, or additional information on the Honor Code at UNC, please visit Gotfredson: Gottfredson, L., Becker, H., & Johns Hopkins Univ. (1980). A challenge to vocational psychology: How important are aspirations in determining career development?. Retrieved from ERIC database. (ED200763) Gottfredson, L., & Johns Hopkins Univ. (1978). Race and sex differences in occupational aspirations: Their development and consequences for occupational segregation. Retrieved from ERIC database. (ED159456) Holland: Holland, J., & Johns Hopkins Univ. (1974). Vocational choices of men and women: A comparison of predictors from the sds. Retrieved from ERIC database. (ED092853) Holland, J., Lutz, S., & American College Testing Program. (1967). Predicting a student s vocational choice. Retrieved from ERIC database. (ED012941) Parsons: Baker, D. (2009). Choosing a vocation at 100: Time, change, and context. Career Development Quarterly, 57(3), Pope, M., & Sveinsdottir, M. (2005). Frank, we hardly knew ye: The very personal side of frank parsons. Journal of Counseling and Development, 83(1), 105. Super: Super, D. (1983). Assessment in career guidance: Toward truly developmental counseling. Personnel and Guidance Journal, 61(9), Super, D. (1993). The two faces of counseling: Or is it three?. Career Development
11 Quarterly, 42(2), Krumboltz: Krumboltz, J. (1993). Integrating career and personal counseling. Career Development Quarterly, 42(2), Krumboltz, J., & Worthington, R. (1999). The school-to-work transition from a learning theory perspective. Career Development Quarterly, 47(4), SCCT: Gibbons, M., & Shoffner, M. (2004). Prospective first-generation college students: Meeting their needs through social cognitive career theory. Professional School Counseling, 8(1), 91. Ochs, L., & Roessler, R. (2004). Predictors of career exploration intentions: A social cognitive career theory perspective. Rehabilitation Counseling Bulletin, 47(4), Savickas: Savickas, M. (1999). The transition from school to work: A developmental perspective. Career Development Quarterly, 47(4), Savickas, M. (1995). Constructivist counseling for career indecision. Career Development Quarterly, 43(4), Ed Reform/Career Academies: Dahir, C. A. (2004). Supporting a nation of learners: The role of school counseling in educational reform. Journal of Counseling and Development, 82(3), 344. Granello, D., & Sears, S. (1999). The school to work opportunities act and the role of the school counselor. Professional School Counseling, 3(2), Hyslop, A. (2009). The role of career academies in education improvement. Techniques: Connecting Education and Careers, 84(6), Styron, R., & Peasant, E. (2010). Improving student achievement: Can 9th grade academies make a difference?. International Journal of Education Policy and Leadership, 5(3), 1-9. Future of Career Counseling: Herr, E. (2003). The future of career counseling as an instrument of public policy. Career Development Quarterly, 52(1), Parmer, T., & Rush, L. (2003). The next decade in career counseling: Cocoon maintenance or metamorphosis?. Career Development Quarterly, 52(1), *Syllabus is subject to change at the instructors discretion to maximize learning.
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