NBPTS School Counseling

Size: px
Start display at page:

Download "NBPTS School Counseling"

Transcription

1 NBPTS School Counseling STANDARDS for school counselors of students ages 3 18+

2 The National Board would like to express appreciation to the U.S. Department of Education for its support of the cost in developing and publishing this standards document. This project is funded in part with grants from the U.S. Department of Education and the National Science Foundation. Through September 2002, NBPTS has been appropriated federal funds of $119.3 million, representing approximately 45 percent of the National Board Certification project. More than $143.0 million (55 percent) of the project s cost will be financed by nongovernmental sources. The contents of this document were developed under a grant from the Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and the reader should not assume endorsement by the federal government.

3 National Board for Professional Teaching Standards, National Board Certification, National Board Certified Teacher, and the NBPTS logo are registered marks of the National Board for Professional Teaching Standards National Board for Professional Teaching Standards. All rights reserved.

4 Table of Contents School Counseling STANDARDS (for school counselors of students ages 3 18+) Preface... v Introduction... 1 Overview... 5 The Standards... 7 I. School Counseling Program... 7 II. School Counseling and Student Competencies...15 III. Human Growth and Development...21 IV. Counseling Theories and Techniques V. Equity, Fairness, and Diversity VI. School Climate VII. Collaboration with Family and Community VIII. Informational Resources and Technology IX. Student Assessment X. Leadership, Advocacy, and Professional Identity XI. Reflective Practice Epilogue Standards Committee Acknowledgments iii

5

6 Preface The National Board for Professional Teaching Standards (NBPTS) is strongly committed to school counselors as educators responsible for the delivery of school counseling programs that are comprehensive and that include goals for student learning, a clearly defined curriculum, sound pedagogical practice, and accountability. The National Board s definition of teaching, across all certificate fields, is contained in the Five Core Propositions, which follow later in the Preface. These propositions are then reflected through the lens of each certificate field. In School Counseling Standards, teaching for school counselors is defined broadly to include the school counselor s work with the entire school, a single class, small groups, and individual students. The setting of the school counselor s teaching varies as well, and includes the classroom, the school counselor s office, and anywhere the school counselor is working with students in the school. This preface provides general information about the National Board for Professional Teaching Standards across all disciplines. An overview of the school counseling field can be found in the introduction. National Board for Professional Teaching Standards: Background The world-class schools the United States requires cannot exist without a world-class teaching force; the two go hand in hand. Many accomplished teachers already work in the nation s schools, but their knowledge and skills are often unacknowledged and underutilized. Delineating outstanding practice and recognizing those who achieve it are important first steps in shaping the kind of teaching profession the nation needs. This is the core challenge embraced by the National Board for Professional Teaching Standards. Founded in 1987 with a broad base of support from governors, teacher union and school board leaders, school administrators, college and university officials, business executives, foundations, and concerned citizens, NBPTS is a nonprofit, nonpartisan organization governed by a 63-member board of directors, the majority of whom are teachers. Committed to basic reform in education, NBPTS recognizes that teaching is at the heart of education and, further, that the single most important action the nation can take to improve schools is to strengthen teaching. The National Board s mission is to advance the quality of teaching and learning by: maintaining high and rigorous standards for what accomplished teachers should know and be able to do, providing a national voluntary system certifying teachers who meet these standards, and advocating related education reforms to integrate National Board Certification in American education and to capitalize on the expertise of National Board Certified Teachers. Dedication to this mission is elevating the teaching profession, educating the public about the demands and complexity of accomplished teaching practice, and making teaching a more attractive profession for talented people with many other promising career options. v

7 Preface National Board Certification is more than a system for recognizing and rewarding accomplished teachers. It offers an opportunity to guide the continuing growth and development of the teaching profession. Together with other reforms, National Board Certification is a catalyst for significant change in the teaching profession and in education. The Philosophical Context The standards lay the foundation for the certificate in each field. They represent a professional consensus on the aspects of practice that distinguish accomplished teachers. Cast in terms of actions that teachers take to advance student achievement, the standards also incorporate the essential knowledge, skills, dispositions, and commitments that allow teachers to practice at a high level. Like all NBPTS Standards, this standards document is grounded philosophically in the NBPTS policy statement What Teachers Should Know and Be Able to Do. That statement identifies five core propositions. 1) Teachers are committed to students and their learning. Accomplished teachers are dedicated to making knowledge accessible to all students. They act on the belief that all students can learn. They treat students equitably, recognizing the individual differences that distinguish their students from one another and taking account of these differences in their practice. They adjust their practice, as appropriate, on the basis of observation and knowledge of their students interests, abilities, skills, knowledge, family circumstances, and peer relationships. Accomplished teachers understand how students develop and learn. They incorporate the prevailing theories of cognition and intelligence in their practice. They are aware of the influence of context and culture on behavior. They develop students cognitive capacity and respect for learning. Equally important, they foster students self-esteem; motivation; character; sense of civic responsibility; and respect for individual, cultural, religious, and racial differences. 2) Teachers know the subjects they teach and how to teach those subjects to students. Accomplished teachers have a rich understanding of the subject(s) they teach and appreciate how knowledge in their subjects is created, organized, linked to other disciplines, and applied to real-world settings. While faithfully representing the collective wisdom of our culture and upholding the value of disciplinary knowledge, they also develop the critical and analytical capacities of their students. Accomplished teachers command specialized knowledge of how to convey subject matter to students. They are aware of the preconceptions and background knowledge that students typically bring to each subject and of strategies and instructional resources that can be of assistance. Their instructional repertoire allows them to create multiple paths to learning the subjects they teach, and they are adept at teaching students how to pose and solve challenging problems. vi

8 Preface 3) Teachers are responsible for managing and monitoring student learning. Accomplished teachers create, enrich, maintain, and alter instructional settings to capture and sustain the interest of their students. They make the most effective use of time in their instruction. They are adept at engaging students and adults to assist their teaching and at making use of their colleagues knowledge and expertise to complement their own. Accomplished teachers command a range of instructional techniques and know when to employ them. They are devoted to high-quality practice and know how to offer each student the opportunity to succeed. Accomplished teachers know how to engage groups of students to ensure a disciplined learning environment and how to organize instruction so as to meet the schools goals for students. They are adept at setting norms of social interaction among students and between students and teachers. They understand how to motivate students to learn and how to maintain their interest even in the face of temporary setbacks. Accomplished teachers can assess the progress of individual students as well as the progress of the class as a whole. They employ multiple methods for assessing student growth and understanding and can clearly explain student performance to students, parents, and administrators. 4) Teachers think systematically about their practice and learn from experience. Accomplished teachers are models of educated persons, exemplifying the virtues they seek to inspire in students curiosity, tolerance, honesty, fairness, respect for diversity, and appreciation of cultural differences. They demonstrate capacities that are prerequisites for intellectual growth the ability to reason, take multiple perspectives, be creative and take risks, and experiment and solve problems. Accomplished teachers draw on their knowledge of human development, subject matter, and instruction, and their understanding of their students, to make principled judgments about sound practice. Their decisions are grounded not only in the literature of their fields but also in their experience. They engage in lifelong learning, which they seek to encourage in their students. Striving to strengthen their teaching, accomplished teachers examine their practice critically; expand their repertoire; deepen their knowledge; sharpen their judgment; and adapt their teaching to new findings, ideas, and theories. 5) Teachers are members of learning communities. Accomplished teachers contribute to the effectiveness of the school by working collaboratively with other professionals on instructional policy, curriculum development, and staff development. They can evaluate school progress and the allocation of school resources in light of their understanding of state and local educational objectives. They are knowledgeable about specialized school and community resources that can be engaged for their students benefit and are skilled at employing such resources as needed. Accomplished teachers find ways to work collaboratively and creatively with parents, engaging them productively in the work of the school. vii

9 Preface The Certification Framework Using the Five Core Propositions as a springboard, NBPTS sets standards and offers National Board Certification in nearly 30 fields. These fields are defined by the developmental level of the students and the subject or subjects being taught. The first descriptor represents the four overlapping student developmental levels: Early Childhood, ages 3 8; Middle Childhood, ages 7 12; Early Adolescence, ages 11 15; Adolescence and Young Adulthood, ages The second descriptor indicates the substantive focus of a teacher s practice. Teachers may select either a subject-specific or a generalist certificate at a particular developmental level. Subject-specific certificates are designed for teachers who emphasize a single subject area in their teaching (e.g., Early Adolescence/English Language Arts, Adolescence and Young Adulthood/Science); generalist certificates are designed for teachers who develop student skills and knowledge across the curriculum (e.g., Early Childhood/Generalist, Middle Childhood/Generalist). For some subject-specific certificates, developmental levels are joined together to recognize the commonalities in teaching students at those developmental levels (e.g., Early and Middle Childhood/Art). Standards and Assessment Development Following a nationwide search for outstanding educators, a standards committee is appointed for each field. The committees are generally made up of 15 members who are broadly representative of accomplished professionals in their fields. A majority of committee members are teachers regularly engaged in teaching students in the field in question; other members are typically professors, experts in child development, teacher educators, and other professionals in the relevant discipline. The standards committees develop the specific standards for each field, which are then disseminated widely for public critique and comment and subsequently revised as necessary before adoption by the NBPTS Board of Directors. Periodically, standards are updated so that they remain dynamic documents, responsive to changes in the field. Determining whether or not candidates meet the standards requires performancebased assessment methods that are fair, valid, and reliable and that ask teachers to demonstrate principled, professional judgments in a variety of situations. Typically, assessment development follows the same pattern. A testing contractor specializing in assessment development works with standards committee members, teacher assessment development teams, and members of the NBPTS staff to develop assessment exercises and pilot test them with teachers active in each certificate field. The assessment process involves two primary activities: (1) the compilation of a portfolio of teaching practice over a period of time and (2) the demonstration of content knowledge through assessment center exercises. Teachers prepare their portfolios by videotaping their teaching, viii

10 Preface gathering student learning products and other teaching artifacts, and providing detailed analyses of their practice. At the assessment center, teachers write answers to questions that relate primarily to content knowledge specific to their fields. The portfolio is designed to capture teaching in real-time, real-life settings, thus allowing trained assessors from the field in question to examine how teachers translate knowledge and theory into practice. It also yields the most valued evidence NBPTS collects videos of practice and samples of student work. The videos and student work are accompanied by commentaries on the goals and purposes of instruction, the effectiveness of the practice, teachers reflections on what occurred, and their rationales for the professional judgments they made. In addition, the portfolio allows candidates to document their accomplishments in contributing to the advancement of the profession and the improvement of schooling whether at the local, state, or national level and to document their ability to work constructively with their students families. Teachers report that the portfolio is a professional development vehicle of considerable power, in part because it challenges the historic isolation of teachers from their peers. It accomplishes this by actively encouraging candidates to seek the advice and counsel of their professional colleagues whether across the hall or across the country as they build their portfolios. It also requires teachers to examine the underlying assumptions of their practice and the results of their efforts in critical but healthy ways. This emphasis on reflection is highly valued by teachers who go through the process of National Board Certification. The assessment center exercises are designed to complement the portfolio. They validate that the knowledge and skills exhibited in the portfolio are, in fact, accurate reflections of what candidates know and can do, and they give candidates an opportunity to demonstrate knowledge and skills not sampled in the portfolio because of the candidate s specific teaching assignment. For example, high school science teachers assigned to teach only physics in a given year might have difficulty demonstrating in their portfolio a broad knowledge of biology. Given that the NBPTS Standards for science teachers place a high value on such capabilities, another strategy for data collection is necessary. The assessment center exercises fill this gap and otherwise augment the portfolio. Each candidate s work is examined by trained assessors who teach in the certificate field. The National Board for Professional Teaching Standards believes that a valid assessment of accomplished practice must allow for the variety of forms sound practice takes. It must also sample the range of content knowledge that teachers possess and must provide appropriate contexts for assessments of teaching knowledge and skill. Teaching is not just about knowing things; it is about the use of knowledge knowledge of learners and of learning, of schools and of subjects in the service of helping students grow and develop. Consequently, NBPTS believes that the most valid teacher assessment processes engage candidates in the activities of teaching activities that require the display and use of teaching knowledge and skill and that allow teachers the opportunity to explain and justify their actions. In its assessment development work, NBPTS uses technology for assessment when appropriate; ensures broad representation of the diversity that exists within the profession; engages pertinent disciplinary and specialty associations at key points in the process; collaborates closely with appropriate state agencies, academic institutions, and ix

11 Preface independent research and education organizations; establishes procedures to detect and eliminate instances of external and internal bias with respect to age, gender, and racial and ethnic background of teacher-candidates; and selects the method exhibiting the least adverse impact when given a choice among equally valid assessments. Once an assessment has been thoroughly tested and found to meet NBPTS requirements for validity, reliability, and fairness, eligible teachers may apply for National Board Certification. Strengthening Teaching and Improving Learning The National Board s system of standards and certification is commanding the respect of the profession and the public, thereby making a difference in how communities and policymakers view teachers, how teachers view themselves, and how teachers improve their practice throughout their careers. National Board Certification has yielded such results in part because it has forged a national consensus on the characteristics of accomplished teaching practice in each field. The traditional conversation about teacher competence has focused on beginning teachers. The National Board for Professional Teaching Standards has helped broaden this conversation to span the entire career of teachers. Developing standards of accomplished practice helps to elevate the teaching profession as the standards make public the knowledge, skills, and dispositions of accomplished teachers. However, making such standards the basis for National Board Certification promises much more. Because National Board Certification identifies accomplished teachers in a fair and trustworthy manner, it can offer career paths for teachers that will make use of their knowledge, wisdom, and expertise; give accomplished practitioners the opportunity to achieve greater status, authority, and compensation; and accelerate efforts to build more successful school organizations and structures. By holding accomplished teachers to high and rigorous standards, National Board Certification encourages change along several key fronts: changing what it means to have a career in teaching by recognizing and rewarding accomplished teachers and by making it possible for teachers to advance in responsibility, status, and compensation without having to give up their regular contact with students; changing the culture of teaching by accelerating growth in the knowledge base of teaching, by placing real value on professional judgment and accomplished practice in all its various manifestations, and by encouraging teachers to search for new knowledge and better practice through a steady regimen of collaboration and reflection with peers and others; changing the way schools are organized and managed by creating a vehicle that facilitates the establishment of unique teacher positions, providing accomplished teachers with greater authority and autonomy in making instructional decisions and greater responsibility for sharing their expertise to strengthen the practice of others; x

12 Preface changing the nature of teacher preparation and ongoing professional development by laying a standards-based foundation for a fully articulated career development path that begins with prospective teachers and leads to accomplished teachers; changing the way school districts think about hiring and compensating teachers by encouraging administrators and school boards to reward excellence in teaching by seeking to hire accomplished teachers. Although National Board Certification has been designed with the entire country in mind, each state and locality decides for itself how best to encourage teachers to achieve National Board Certification and how best to take advantage of the expertise of the National Board Certified Teachers in their midst. Across the country, legislation has been enacted that supports National Board Certification, including allocations of funds to pay for the certification fee for teachers, release time for candidates to work on their portfolios and prepare for the assessment center exercises, and salary supplements for teachers who achieve National Board Certification. Incentives for National Board Certification exist at the state or local level in all 50 states and in the District of Columbia. As this support at the state and local levels suggests, National Board Certification is recognized throughout the nation as a rich professional development experience. Because National Board Certification provides states and localities with a way to structure teachers roles and responsibilities more effectively and to allow schools to benefit from the wisdom of their strongest teachers, National Board Certification is a strong component of education reform in the United States. xi

13

14 Introduction Throughout the past century, the role of the school counselor has evolved to reflect the changing face of society and needs of students. In the early 1900s, as industrialization continued to change the workplace and career possibilities broadened, demand grew for career and educational guidance services in the schools. This responsibility generally fell on teachers, who often performed this role without formal training or definition of their duties. The National Defense Education Act of 1958 prompted the widespread use of full-time guidance counselors, but their roles often remained in the same vein as their teacher predecessors: remediation, reactive crisis management, and administrative and clerical duties. Guidance counselors found themselves working in a limited capacity with a small portion of the student body in their schools. In addition, the workplace was demanding higher skills, family structures were changing, and schools were adjusting to safety threats and budgetary cutbacks. Guidance counselors knew that they needed a systematic approach that would reach all students, guide students to academic success, and ensure that students develop into self-confident, productive citizens and workers. These conditions led to the introduction of a new school counseling program and a new designation for its practitioners: school counselors. Founded on developmental psychology, educational philosophy, career development, and counseling methodology, this school counseling program is developmental, systematic, sequential, clearly defined, and accountable. Such a comprehensive program promotes and supports student success through academic, career, and personal/social development and is an integral part of the total education program of the school. School counseling programs utilize strategies to enhance academic achievement, provide career awareness, develop employment readiness, encourage self-awareness, foster interpersonal communication skills, and facilitate successful transitions for every student. Accomplished school counselors are educators who use their knowledge of students, counseling, pedagogy, curriculum integration, and the unique context of their school and community to influence students learning and well-being. The classroom of a school counselor may be the entire school, another educator s classroom, or the school counselor s office. School counselors may be facilitating whole-school workshops, leading small-group discussions, or providing one-on-one instruction. They systematically plan and facilitate activities and monitor students progress to ensure that each student reaches desired goals. They are also integral members of the instructional team of the school and work with teachers, administrators, and other members of the learning community to advance student learning. As specialists in intervention, school counselors are in the unique position to be the eyes, ears, and heart of the entire school. They are often the first school personnel to become aware of problems that individuals or groups of students may be experiencing. With their specialized training in crisis response, accomplished school counselors intervene quickly, methodically, and effectively during and after a traumatic event. Because school counselors know that unexpected events will occur, they anticipate difficult times and organize their schools and communities in advance of a crisis. They are aware of the resources of their community and use this knowledge, through sound advice and appropriate referrals, to benefit students. Accomplished school counselors know that an effective school counseling program is one that meets the needs of every student and that is part of a continuum of programs that meet the needs of students and families throughout students educational lives. Whether 1

15 Introduction working with one grade level of students, all grade levels in a school, or the full range of prek 12 students across schools, accomplished school counselors know the developmental characteristics of students throughout the life span and sequence their school counseling program to build from early childhood through adolescence and young adulthood. As leaders of a school counseling program, these school counselors plan, deliver, and continuously modify their program, based on data indicating student needs and desired student outcomes, in order to promote student achievement and growth and the mission of the school. Many school counselors work in environments that pose great challenges to achieving their professional goals. Such issues as student load, travel to multiple schools, less-thanoptimal facilities and equipment, and curricular and school demands can present obstacles to student success. Yet accomplished school counseling occurs even in the context of such daunting challenges. Accomplished school counselors work to bring about positive change, improve their techniques, and strengthen the quality of the school counseling program, even under the most challenging conditions. Accomplished school counselors are advocates for their profession. They recognize that their roles have evolved and that with this evolution some stakeholders are not fully aware or accepting of the school counselor s professional responsibilities or the role of the school counseling program. Therefore, it is incumbent upon the school counselor to communicate a clear and compelling message about the importance of the program and to continually build relationships with families, agencies, the business community, policymakers, and the general public. Accomplished school counselors know how and when to influence policies and procedures that affect students, students future prospects, or the school environment as a whole. They are spokespeople for fair, student-centered programs that are in the best interest of all stakeholders. And yet, beyond their implementation and advocacy of a program, beyond their vast knowledge base, and beyond their ability to deliver effective instruction, is the true reward of the school counseling profession: having a positive impact on the lives of students. It is such connections with people their growth, dreams, and interactions that have been both the attraction and the ongoing joy of school counseling. Developing High and Rigorous Standards for Accomplished Practice In 2000, a committee of school counselors and other educators with expertise in this field began the process of developing advanced professional standards for school counselors of students ages 3 to 18+. The School Counseling Standards Committee was charged with translating the Five Core Propositions of the National Board for Professional Teaching Standards into a standards document that defines outstanding practice in this field. This NBPTS Standards document describes in observable form what accomplished school counselors should know and be able to do. The standards are meant to reflect the professional consensus at this point about the essential aspects of accomplished practice. The deliberations of the School Counseling Standards Committee were informed by 2

16 Introduction various national and state initiatives on school counseling standards that have been operating concurrently with the development of NBPTS Standards. 1 As the understanding of school counseling and learning continues to evolve over the next several years, School Counseling Standards will be updated appropriately. These standards recognize, reflect, and imply varied approaches to school counseling. The National Board understands that such factors as the context in which school counselors practice, the backgrounds and experiences they bring to their role, and the professional choices they make during their careers contribute to a diverse population of accomplished school counselors. Examples given throughout the standards illustrate a range of possible activities and strategies that accomplished school counselors might employ to advance student learning and do not represent a prescriptive or exhaustive list. School counselors who use vastly different strategies may achieve at the highest levels of these standards. An essential tension of describing accomplished practice concerns the difference between the analysis and the practice of school counseling. The former tends to fragment the profession into any number of discrete duties, such as designing learning activities, facilitating career exploration, modeling effective interpersonal behavior, and monitoring the school counseling program. School counseling as it actually occurs, however, is a seamless activity. Everything an accomplished school counselor knows through study, research, and experience is brought to bear daily through innumerable decisions that shape learning. School counseling frequently requires balancing the demands of several important educational goals. It depends on accurate observations of particular students and settings. And it is subject to revision on the basis of continuing developments. The professional judgments that accomplished school counselors make also reflect a certain improvisational artistry. The paradox, then, is that any attempt to write separate standards that dissect what accomplished school counselors know and are able to do will, to a certain extent, misrepresent the holistic nature of how school counseling actually takes place. Nevertheless, the fact remains: Certain identifiable commonalities characterize the accomplished practice of school counselors. The 11 standards that follow are designed to capture the extensive and profound craft, artistry, proficiency, and understandings that contribute to the complex work that is accomplished school counseling. 1. See, for example, American School Counselor Association (ASCA), National Standards for School Counseling Programs (Alexandria, Va.: Author, 1997). Council for Accreditation of Counseling and Related Educational Programs (CACREP), The 2001 Standards (Alexandria, Va.: Author, 2001). ASCA, Draft, National Model for School Counseling Programs (Alexandria, VA: Author, in press). The Standards Format Accomplished school counseling appears in many different forms, and it should be acknowledged at the outset that these specific standards are not the only way accomplished school counseling could have been described. No linearity, atomization, or hierarchy is implied in this vision of accomplished school counseling, nor is each standard of equal weight. Rather, the standards are presented as aspects of school counseling that are analytically separable for the purposes of this standards document but that are not discrete when they appear in practice. 3

17 Introduction The document follows a two-part format for each of the 11 standards: I. Standard Statement This is a succinct statement of one vital aspect of the practice of the accomplished school counselor. Each standard is expressed in terms of observable actions that have an impact on students. II. Elaboration This passage provides a context for the standard, along with an explanation of what school counselors need to know, value, and do if they are to fulfill the standard. The elaboration includes descriptions of school counselors dispositions toward students, their distinctive roles and responsibilities, and their stances on a range of ethical and intellectual issues that regularly confront them. 4

18 School Counseling STANDARDS (for school counselors of students ages 3 18+) The National Board for Professional Teaching Standards has developed the following 11 standards of accomplished practice for school counselors. Standard I describes the school counseling program and presents a lens through which to view the knowledge and application expressed in the other standards. The standards have been ordered as they have to OVERVIEW facilitate understanding, not to assign priorities. They each describe an important facet of accomplished school counseling; they often occur concurrently because of the seamless quality of school counseling. The standards serve as the basis for National Board Certification in this field. I. School Counseling Program (p. 7) Accomplished school counselors develop and deliver a school counseling program that is comprehensive, demonstrates continuous improvement, and advances the mission of the school. II. School Counseling and Student Competencies (p. 15) Accomplished school counselors apply deep and broad understanding of academic, career, and personal/social student competencies. III. Human Growth and Development (p. 21) Accomplished school counselors apply comprehensive, in-depth knowledge of human growth and development to improve student learning and well-being. IV. Counseling Theories and Techniques (p. 25) Accomplished school counselors demonstrate a comprehensive understanding of established and emerging counseling theories. They possess a thorough knowledge of techniques and processes that form the foundation for effective school counseling with a diverse population. V. Equity, Fairness, and Diversity (p. 29) Accomplished school counselors model and promote behavior appropriate in a diverse and global society by showing respect for and valuing all members of the community. They demonstrate fairness, equity, and sensitivity to every student, and they advocate for equitable access to instructional programs and activities. VI. School Climate (p. 35) Accomplished school counselors work to establish and foster an emotionally, socially, and physically safe learning environment for students, staff, and families. VII. Collaboration with Family and Community (p. 39) Accomplished school counselors work collaboratively with families and community members to achieve common goals for the education of students, improvement of schools, and advancement of the larger community. They are knowledgeable of the community and community resources, and they utilize available resources to make appropriate referrals based on the needs of students. 5

19 VIII. Informational Resources and Technology (p. 43) Accomplished school counselors are skilled in the selection and use of informational resources and technology and use them to facilitate the delivery of a comprehensive school counseling program that meets student needs. IX. Student Assessment (p. 47) Accomplished school counselors understand the principles and purposes of assessment, and the collection and use of data. They regularly monitor student progress and communicate the purpose, design, and results of assessments to various audiences. X. Leadership, Advocacy, and Professional Identity (p. 51) Accomplished school counselors work as leaders and advocates in the promotion of student learning and achievement. They adhere to ethical practices and engage in professional growth and development. XI. Reflective Practice (p. 57) Accomplished school counselors integrate their knowledge, skills, and life experiences to respond effectively to new or unexpected critical events and situations. They monitor and refine their work with continuous, in-depth reflection. The pages that follow provide elaborations of each standard that discuss the knowledge, skills, dispositions, and habits of mind that describe accomplished teaching in the field. 6

20 Standard I: School Counseling Program Accomplished school counselors develop and deliver a school counseling program that is comprehensive, demonstrates continuous improvement, and advances the mission of the school. Accomplished school counselors serve as advocates and leaders for the development, implementation, and management of a school counseling program that is comprehensive, and they use the framework of such a program to organize their school counseling activities. They are expert in the elements of the program foundation, delivery system, management system, and accountability and their interrelationship. They deliver a program that is data driven, that is relevant to both students and the local community, and that focuses on academic, career, and personal/social competencies and on desired outcomes for student achievement. They clearly communicate the purpose and structure of such a comprehensive school program so that all stakeholders are aware of the importance of the program to the mission of the school and the success of its students. Accomplished school counselors use formal and informal assessments to evaluate students and programs. Using these data and their knowledge of students and the school community, they advocate for changes in the school counseling program to enhance effectiveness in achieving student outcomes, program goals, and the school s mission. 2 Foundations of the Program Accomplished school counselors know that the foundation of a school counseling program consists of its beliefs (i.e., philosophies and assumptions); mission; student competencies found in the academic, career, and personal/ social domains; and program accountability. They can articulate how the program supports the mission of the school by promoting and enhancing the learning process of every student through integration of academic, career, and personal/social development. Using their knowledge of the history, theories, and techniques in their field, accomplished school counselors establish their own philosophy of school counseling programs. They believe that every student has a right to benefit from a school counseling program that is comprehensive and proactive and that focuses on prevention and on students developmental needs. School counselors work to achieve support among all personnel involved in managing and implementing the program. Delivery of the Program Accomplished school counselors recognize that a school counseling program that is comprehensive has the potential to mobilize resources on behalf of every student. Through skillful planning and intentional allocation of their time, school counselors 3 are able to shift their emphasis from reactive, responsive services to proactive, prevention activities that can reach more students. By changing their focus and time to reach every student in a meaningful way, they are better positioned to advocate for programs and 2. This standard includes material drawn from the following sources: American School Counselor Association (ASCA), National Standards for School Counseling Programs (Alexandria, Va.: Author, 1997). Gysbers, Norman C., and Patricia Henderson, Developing and Managing Your School Guidance Program (Alexandria, Va.: American Counseling Association, 2000). Moreno Valley Unified School District School Counseling Department, Moreno Valley Unified School District Program Model (Moreno Valley, Ca.: Author, 1999). Tucson Unified School District Guidance and Counseling Department, Program Handbook (Tucson, Ariz.: Author, 1999). Also consulted was ASCA, Draft, National Model for School Counseling Programs (Alexandria, Va.: Author, in press). 3. In this document, all references to school counselors, whether stated explicitly or not, refer to accomplished school counselors. 7

School Counseling Standards

School Counseling Standards School Counseling Standards First Edition for school counselors of students ages 3 18+ For additional information go to www.boardcertifiedteachers.org 2012 (Preface revised and reformatted in 2015) National

More information

NBPTS STANDARDS. Career and Technical Education. for teachers of students ages 11 18+

NBPTS STANDARDS. Career and Technical Education. for teachers of students ages 11 18+ NBPTS Career and Technical Education STANDARDS for teachers of students ages 11 18+ The National Board would like to express appreciation to the U.S. Department of Education for its support in the cost

More information

NBPTS Physical Education

NBPTS Physical Education NBPTS Physical Education STANDARDS for teachers of students ages 3 18+ The National Board would like to express appreciation to the U.S. Department of Education for its support of the cost of developing

More information

NBPTS. Science STANDARDS. Early Adolescence. for teachers of students ages 11 15. Second Edition

NBPTS. Science STANDARDS. Early Adolescence. for teachers of students ages 11 15. Second Edition NBPTS Early Adolescence Science STANDARDS Second Edition for teachers of students ages 11 15 The National Board would like to express appreciation to the U.S. Department of Education for its support for

More information

SCHOOL COUNSELING. Assessment at a Glance. Early Childhood through Young Adulthood. Choosing the Right Certificate. Reviewing the Standards

SCHOOL COUNSELING. Assessment at a Glance. Early Childhood through Young Adulthood. Choosing the Right Certificate. Reviewing the Standards Early Childhood through Young Adulthood SCHOOL COUNSELING Choosing the Right Certificate Reviewing the Standards Demonstrating Your Teaching Practice and Content Knowledge Understanding the National Board

More information

... and. Uses data to help schools identify needs for prevention and intervention programs.

... and. Uses data to help schools identify needs for prevention and intervention programs. Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

More information

Standards for School Counseling

Standards for School Counseling Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate

More information

Section Three: Ohio Standards for Principals

Section Three: Ohio Standards for Principals Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process

More information

Ohio Standards for School Counselors

Ohio Standards for School Counselors Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...

More information

The residency school counselor program does not prepare candidates to design, deliver, and

The residency school counselor program does not prepare candidates to design, deliver, and STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act

More information

EXCEPTIONAL NEEDS SPECIALIST

EXCEPTIONAL NEEDS SPECIALIST IMPORTANT NOTICE TO CANDIDATES: The assessment information in this document is aligned with NBPTS Exceptional Needs Standards, Second Edition (for teachers of students ages birth 21+). If you applied for

More information

Physical Education Standards

Physical Education Standards Physical Education Standards Second Edition for teachers of students ages 3 18+ For additional information go to www.boardcertifiedteachers.org 2014 (Preface revised and reformatted in 2015) National Board

More information

Exceptional Needs Standards

Exceptional Needs Standards Exceptional Needs Standards Second Edition for teachers of students ages birth 21+ For additional information go to www.boardcertifiedteachers.org 2010 (Preface revised and reformatted in 2015) National

More information

Exceptional Needs Standards

Exceptional Needs Standards FOR CANDIDATES APPLYING 2011 OR LATER. Exceptional Needs Standards Second Edition for teachers of students ages birth -21+ National Board Certification for Teachers Exceptional Needs Standards Second

More information

NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS

NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the

More information

Standards for the School Counselor [23.110]

Standards for the School Counselor [23.110] II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process

More information

Tulsa Public Schools District Secondary School Counseling Program

Tulsa Public Schools District Secondary School Counseling Program Tulsa Public Schools District Secondary School Counseling Program Excellence and High Expectations with a Commitment to All Tulsa School Counseling Program A school counseling program is comprehensive

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY: Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

Rubric for Evaluating NC s School Counselors +

Rubric for Evaluating NC s School Counselors + + NORTH CAROLINA PROFESSIONAL SCHOOL COUNSELING STANDARDS Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the

More information

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs

More information

GUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students

GUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,

More information

NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS

NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the

More information

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Rubric for Evaluating North Carolina s School counselors

Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional

More information

DRAFT For use in 2012-13 validation process only Rubric for Evaluating North Carolina s School counselors

DRAFT For use in 2012-13 validation process only Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional

More information

GaPSC Teacher Leadership Program Standards

GaPSC Teacher Leadership Program Standards GaPSC Teacher Leadership Program Standards Purpose: Georgia has identified a need to improve P-12 students academic performance as measured by various assessments. One method to ensure improved student

More information

School Counselor (501)

School Counselor (501) School Counselor (501) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES

More information

North Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction

North Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction North Carolina TEACHER evaluation process Public Schools of North Carolina State Board of Education Department of Public Instruction Rubric for Evaluating North Carolina Teachers ( This form should be

More information

Judson ISD: Guidance and Counseling

Judson ISD: Guidance and Counseling Judson ISD: Guidance and Counseling Annual Report 2013-2014 I am pleased to provide the annual report for 2013-2014. The Judson ISD Comprehensive and Developmental Guidance and Counseling Program is delivered

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

Early Childhood Generalist Standards

Early Childhood Generalist Standards Early Childhood Generalist Standards Third Edition for teachers of students ages 3 8 For additional information go to www.boardcertifiedteachers.org 2012 (Preface revised and reformatted in 2015) National

More information

The Role of the Professional School Counselor

The Role of the Professional School Counselor The Role of the Professional School Counselor The professional school counselor is a certified/licensed educator trained in school counseling with unique qualifications and skills to address all students

More information

Tulsa Public Schools District School Counseling Program Elementary

Tulsa Public Schools District School Counseling Program Elementary Tulsa Public Schools District School Counseling Program Elementary Revised 2013 Excellence and High Expectations with a Commitment to All Tulsa School Counseling Program A school counseling program is

More information

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,

More information

Montana School Counseling Program

Montana School Counseling Program Montana School Counseling Program Montana School Counselor Association 2004 www.mtschoolcounselor.org Foreword In June 2001, The Montana Board of Public Education published a revision of the Accreditation

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Information by Assessment

Information by Assessment Information by Assessment Prepared by Pearson for submission under contract with the National Board for Professional Teaching Standards CTRC_elec_01 Contents This document is a reference guide for candidates

More information

Library Media Standards

Library Media Standards Library Media Standards Second Edition For teachers of students ages 3-18+ National Board for Professional Teaching Standards Library Media Standards Second Edition For teachers of students ages 3 18+

More information

~Empowering and Motivating for Today and Tomorrow~

~Empowering and Motivating for Today and Tomorrow~ Lindsay Unified School District Mission Statement ~Empowering and Motivating for Today and Tomorrow~ - Adopted by Lindsay Unified School Board: May 21, 2007 Mission: Empowering and Motivating for Today

More information

EVALUATION RUBRICS FOR COUNSELORS

EVALUATION RUBRICS FOR COUNSELORS EVALUATION RUBRICS FOR COUNSELORS Standards & Elements The evaluation system for school counselors is based on 5 Standards and 13 Elements. These Elements describe important competencies of effective school

More information

Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW

Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2006 MISSION STATEMENT The mission of the Reynolds School District School Counseling and Guidance Program is to provide

More information

Rubric for Evaluating North Carolina s School Social Workers (Required)

Rubric for Evaluating North Carolina s School Social Workers (Required) Rubric for Evaluating North Carolina s School Social Workers (Required) STANDARD 1: School Social Workers Demonstrate Leadership. School Social Workers demonstrate leadership by promoting and enhancing

More information

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES Instructor: David Dietrich, Ph.D. Office: 219 McWherter, Jackson State Community College, Jackson, TN 38301 Phone: 731.267.2949 or

More information

The ASCA National Model: A Framework for School Counseling Programs. Program Audit

The ASCA National Model: A Framework for School Counseling Programs. Program Audit The ASCA National Model: A Framework for School Counseling Programs Program Audit The program audit is used to assess the school counseling program in comparison with ASCA s National Model for School Counseling

More information

English as a New Language Standards

English as a New Language Standards FOR CANDIDATES APPLYING 2011 OR LATER. English as a New Language Standards Second Edition for teachers of students ages 3-18+ National Board Certification for Teachers English as a New Language Standards

More information

STANDARDS FOR GUIDANCE COUNSELING PROGRAMS

STANDARDS FOR GUIDANCE COUNSELING PROGRAMS STANDARDS FOR GUIDANCE COUNSELING PROGRAMS These standards were approved January 2005 by the Kentucky Education Professional Standards Board. The Kentucky Standards for Guidance Counselor Programs are

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fi fth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Counselors

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Counselors 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Counselors Definition of an Effective School Counselor Effective school counselors are vital members of the education

More information

Illinois Professional Teaching Standards

Illinois Professional Teaching Standards Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

More information

SCHOOL COUNSELING MISSION STATEMENT

SCHOOL COUNSELING MISSION STATEMENT SCHOOL COUNSELING MISSION STATEMENT The mission of the counselors at Dexter High School is to provide high quality, comprehensive school counseling services to all students. Our program, as guided by the

More information

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect

More information

Model for Comprehensive and Integrated School Psychological Services

Model for Comprehensive and Integrated School Psychological Services Model for Comprehensive and Integrated School Psychological Services 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support

More information

New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014)

New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) Background On April 1, 2014, the State Board of Education adopted updated Professional Standards

More information

Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015)

Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) 2007 Standards 2015 Standards Standard 1: Vision and Mission Standard 1: Vision and Mission An education leader

More information

St. Charles School District. Counselor Growth Guide and. Evaluation Documents

St. Charles School District. Counselor Growth Guide and. Evaluation Documents St. Charles School District Growth Guide and Evaluation Documents 2014-2015 City of St. Charles School District MISSION The City of St. Charles School District will REACH, TEACH, and EMPOWER all students

More information

The ASCA National Model A National Vision

The ASCA National Model A National Vision A National Vision The ASCA National Model establishes a vision of excellence for comprehensive school counseling that is aligned with high standards and high expectations, focused on success for all students

More information

Social Studies History Standards

Social Studies History Standards Social Studies History Standards Second Edition for teachers of students ages 7 18+ For additional information go to www.boardcertifiedteachers.org 2010 (Preface revised and reformatted in 2015) National

More information

Early Childhood education

Early Childhood education Early Childhood education Mission Statement The mission of the Early Childhood Education (ECE) major is to provide an interdisciplinary undergraduate program in the College of Education that focuses on

More information

PHYSICAL EDUCATION. Assessment at a Glance. Early and Middle Childhood. Choosing the Right Certificate. Reviewing the Standards

PHYSICAL EDUCATION. Assessment at a Glance. Early and Middle Childhood. Choosing the Right Certificate. Reviewing the Standards Early and Middle Childhood PHYSICAL EDUCATION Choosing the Right Certificate Reviewing the Standards Demonstrating Your Teaching Practice and Content Knowledge Understanding the National Board Scoring

More information

Effective after October 1, 2013

Effective after October 1, 2013 MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Student Diversity and Assessment 001 002 29% II. Comprehensive School Counseling

More information

SECTION 5: MASTER OF EDUCATION DEGREE

SECTION 5: MASTER OF EDUCATION DEGREE SECTION 5: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW

GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2005 1 Comprehensive Guidance and Counseling Framework Mission The mission of the Comprehensive Guidance and Counseling

More information

M.A. in School Counseling / 2015 2016

M.A. in School Counseling / 2015 2016 M.A. in School Counseling / 2015 2016 Course of Study for the Master of Arts in School Counseling Initial License (Pre K 8 or 5 12) Candidates for the degree of Master of Arts in School Counseling are

More information

Professional School Counselor Evaluation Criteria with Descriptors

Professional School Counselor Evaluation Criteria with Descriptors Professional School Counselor Evaluation Criteria with Descriptors Note: The descriptors provided are simply examples of student and counselor behaviors that may be used to document criteria. The descriptors

More information

Early Childhood Generalist Standards

Early Childhood Generalist Standards Early Childhood Generalist Standards Third Edition For teachers of students ages 3-8 National Board for Professional Teaching Standards Early Childhood Generalist Standards Third Edition For teachers of

More information

North Carolina Professional Teaching Standards

North Carolina Professional Teaching Standards North Carolina Professional Teaching Standards For every student in North Carolina, a knowledgeable, skilled compassionate teacher...a star in every classroom. As Approved by the State Board of Education

More information

Educational Philosophy Instructional Methodology 1. High Academic Achievement: International Baccalaureate Middle Years Programme

Educational Philosophy Instructional Methodology 1. High Academic Achievement: International Baccalaureate Middle Years Programme Educational Philosophy Direct explicit instruction and a standards based sequential curriculum will drive the educational philosophy of Prepa Tec. Instruction will be inquiry and investigation-based and

More information

Special Education Student Learning Outcomes

Special Education Student Learning Outcomes Special Education Student Learning Outcomes 1. Foundations. Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories,

More information

Childhood and Special Education/Inclusive Education

Childhood and Special Education/Inclusive Education Master of Science in Education: Childhood and Special Education/Inclusive Education Dual Initial Certification Program Childhood 1-6 and Students with Disabilities 1-6 Program Overview The Master of Science

More information

PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals

PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals Education leaders ensure the achievement of all students by guiding the development and implementation

More information

Master of Education School Counseling Degree Program

Master of Education School Counseling Degree Program Advanced Certificate Portfolio Guidelines Master of Education School Counseling Degree Program Revised Spring 2008 Southeastern Oklahoma State University Durant, Oklahoma 1 TABLE OF CONTENTS Introduction...page

More information

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Delivery On site/on line/ hybrid Required Materials Texts: Steffy, B. E., Wolfe,

More information

PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs

PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs Diversity & Inclusiveness to work in diverse settings to promote

More information

Program Outcomes and Assessment

Program Outcomes and Assessment Program Outcomes and Assessment BS Child Development Program Outcomes October 2013 Creative and Critical Thinkers Program Outcomes Courses Courses Standard 1. Understanding and Applying Developmental Knowledge

More information

Hood River County School District K-12 Guidance and Counseling Program Overview

Hood River County School District K-12 Guidance and Counseling Program Overview Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance

More information

(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education;

(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education; Effective May 15, 2014 505-3-.90 GIFTED IN-FIELD EDUCATION ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals

More information

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional

More information

MILLIKIN TEACHING STANDARDS

MILLIKIN TEACHING STANDARDS MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

*Performance Expectations, Elements and Indicators

*Performance Expectations, Elements and Indicators C o m m o n C o r e o f L e a d i n g : Connecticut School Leadership Standards *Performance Expectations, Elements and Indicators *For further information, visit: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&q=333900

More information

Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses

Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses Definition of an Effective School Nurse Effective school nurses are vital members of the education team. They are properly

More information

CEC Special Education Specialist Advanced Preparation Standards 1

CEC Special Education Specialist Advanced Preparation Standards 1 Page 1 of 8 CEC Special Education Specialist Advanced Preparation Standards 1 Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill

More information

Masters of Reading Information Booklet. College of Education

Masters of Reading Information Booklet. College of Education Masters of Reading Information Booklet College of Education Department of Teaching and Learning Bloomsburg University's Masters in Reading/Reading Certification degree program provides theoretical, analytical

More information

School Counseling Programs and Services

School Counseling Programs and Services REGULATION Related Entries: IJA Responsible Office: Special Education and Student Services MONTGOMERY COUNTY PUBLIC SCHOOLS IJA-RA School Counseling Programs and Services I. PURPOSE A. To ensure that a

More information

Glossary for the Arizona Professional School Counselor Evaluation

Glossary for the Arizona Professional School Counselor Evaluation Glossary for the Arizona Professional School Counselor Evaluation Accountability: Responsibility for one s actions, particularly for objectives, procedures and results of one s work and program; involves

More information

SECTION 5: MASTER OF EDUCATION DEGREE

SECTION 5: MASTER OF EDUCATION DEGREE SECTION 5: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Standards for Advanced Programs in Educational Leadership

Standards for Advanced Programs in Educational Leadership Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors NATIONAL POLICY BOARD FOR EDUCATIONAL ADMINISTRATION Published January,

More information

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014)

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) 1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important

More information

The Framework for Gifted Endorsement Guidelines

The Framework for Gifted Endorsement Guidelines The Framework for Gifted Endorsement Guidelines March/2015 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 www.education.state.pa.us Commonwealth of Pennsylvania

More information

Oak Park School District. School Psychologist Evaluation

Oak Park School District. School Psychologist Evaluation Oak Park School District School Psychologist Evaluation School Psychologist Evaluation Instrument Domain I: Databased Decision Making and Accountability School psychologists have knowledge of varied models

More information

Competencies for School Counselor, Grades K-12 FIRST TIME STANDARD LICENSURE

Competencies for School Counselor, Grades K-12 FIRST TIME STANDARD LICENSURE In addition to the Arkansas Teaching Standards, School Counselors in grades K-12 shall demonstrate knowledge and competencies in the following areas: 1. Knowledge CACREP: A1, A2, A3, A4, A5, A6, A7, C1,

More information

SECTION II. The Texas Comprehensive, Developmental Guidance and Counseling Program Model

SECTION II. The Texas Comprehensive, Developmental Guidance and Counseling Program Model SECTION II The Texas Comprehensive, Developmental Guidance and Counseling Program Model Figure 2 Four Components of a Comprehensive, Developmental School Guidance and Counseling Program Guidance Curriculum

More information

Rubric for Evaluating North Carolina s Instructional Technology Facilitators

Rubric for Evaluating North Carolina s Instructional Technology Facilitators Rubric for Evaluating North Carolina s Instructional Technology Facilitators Standard 1: Instructional Technology Facilitators demonstrate leadership. Not Demonstrated Developing Proficient Accomplished

More information

Competencies for School Guidance and Counselor, Grades K-12 ADD-ON LICENSURE

Competencies for School Guidance and Counselor, Grades K-12 ADD-ON LICENSURE In addition to the Arkansas Teaching Standards, School Counselors in grades K-12 shall demonstrate knowledge and competencies in the following areas: 1. Knowledge CACREP: A1, A2, A3, A4, A5, A6, A7, C1,

More information

Appraisal: Evaluation instrument containing competencies, indicators, and descriptors.

Appraisal: Evaluation instrument containing competencies, indicators, and descriptors. Academic Achievement: Attainment of educational goals as determined by data such as standardized achievement test scores, grades on tests, report cards, grade point averages, and state and local assessments

More information

Master of Science in Early Childhood Education Singapore, 2004 2005

Master of Science in Early Childhood Education Singapore, 2004 2005 Master of Science in Early Childhood Education Singapore, 2004 2005 Sponsored by Wheelock College s Center for International Education, Leadership, and Innovation and RTRC Asia in Singapore Background

More information

ADEPT Performance Standards. for. Classroom-Based Teachers

ADEPT Performance Standards. for. Classroom-Based Teachers ADEPT Performance Standards for Classroom-Based Teachers Revised ADEPT Performance Standards for Classroom-Based Teachers Introduction Central to the ADEPT system is a set of expectations for what teaching

More information