1 COLLEGE OF EDUCATION AND PROFESSIONAL PSYCHOLOGY ESA SCHOOL GUIDANCE AND COUNSELING HANDBOOK Revised: Fall 2011
2 i Table of Contents UNIVERSITY MISSION AND COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK...1 SAINT MARTIN S UNIVERSITY MISSION...1 COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK (EXCERPTS):...2 ESA COUNSELOR PROGRAM FRAMEWORK...2 PROGRAM OVERVIEW...3 Certification Approaches...3 Program Requirements for ESA School Counselor Certification...3 FORMAL ADMISSION INTO THE PROGRAM...6 M.ED. APPLICANTS...6 CERTIFICATION ONLY APPLICANTS...6 COURSE REQUIREMENTS...6 WAIVER REQUESTS/REMOVAL FROM PROGRAM...9 Waiver Requests...9 Removal from the Program...9 Requirements for Program Completion and Recommendation for ESA Certification...9 APPENDIX:...10 FACULTY:...11
3 1 University Mission and College of Education Conceptual Framework The ESA School Counselor Program is a part of Saint Martin s University (SMU), A Catholic Benedictine University, as well as part of the College of Education at SMU. The mission of the University and Conceptual Framework of College of Education are essential elements of the ESA School Counseling Program. Saint Martin s University Mission To know, to care, to serve to educate: the commitment of Saint Martin s University to the students, the community and the world. SMU guiding principles With the Catholic, Benedictine tradition as our guide, we accomplish our mission by recognizing the spiritual and ethical dimensions of all human activity and by celebrating the uniqueness and worth of each human being. Our goal is to provide a living and learning environment that prepares students for active, responsible and productive lives in their professions and as members of the local and global community. Academic Values: Knowledge: We emphasize broad geographic and historical perspectives; cultural and linguistic plurality; and scientific and aesthetic understanding. Spirituality: We provide and encourage the development of personal recognition of spiritual values beyond the intellectual and physical. Hospitality: We welcome and include in our community people from diverse backgrounds and locations. We encourage diverse viewpoints and the appreciation of different cultures. Service: We expect that our students will live exceptional lives dedicated to serving others in the local and global community. We expect such service to mirror the Catholic Benedictine life and to nurture the family spirit among all who participate in the University. Creativity: We expect our students to find joy in acts of creation and recognize artistic expression as the bridge between interior and exterior spaces. Communication: We provide opportunities for students to pursue ideas and communicate them in varied forms. Inquiry: We work to develop thoughtful graduates able to engage in honest and thorough analysis; critical and independent thinking; and who are prepared to address the complex nature of our society. Discovery: We believe that discovery, including self-discovery, is developed in the context of learning, serving and valuing the worth of others. Holistic education: We believe that intellect alone cannot sustain a meaningful life, and thus we work to unfold the potential of the whole person.
4 2 College of Education Conceptual Framework (Excerpts): The conceptual framework approved by the College of Education and presented to the State Board of Education includes the following: (the full College of Education Conceptual Framework is available on the Website and SMU Catalog) The goal of Saint Martin s University College of Education is to select and prepare teachers and counselor candidates to become outstanding P-12 professionals. To the General University emphasis on basic strength in academic areas of study for all graduates, the college of education adds a strong professional teacher and counselor training program which complies with specific state requirements. The program is also shaped by practitioners who serve on the Professional Education Advisory Boards (PEAB). True to its Catholic Benedictine heritage, the College of Education shares the University s strong emphasis on moral and ethical values. A teacher/counselor educated at Saint Martin s will enter his/her first school prepared not only with knowledge, but also with strong values, an educational philosophy centered meeting the needs of the individual child, and a base of experience upon which to build. ESA Counselor Program Framework In addition to the above conceptual framework, the Counselor Preparation Program has developed the following framework: 1. The program emphasizes the importance of understanding, developing, and deepening the compassion of our future school counselor including compassion for themselves, for students, for parents, for teachers, and for administrators. Compassion is not an academic subject that can be taught in conventional ways. Yet it is so important that all our candidates are required to study through case studies, stories, and as it applies to the candidate s own life. Faculty members in the program are selected with their compassion as a factor in the selection process. 2. The program emphasizes approaches that work in school counseling. We also emphasize what are the major concerns of school counselors. Information on innovative programs and approaches from the American Counseling Association (ACA) American School Counselor Association (ASCA), current research, best practices, PEAB members, school counselors, and what is observed in schools are all taught in our classes. Candidates are also required to spend time in schools as class assignments and practicum. Networking, research skills, needs based workshop design, are all emphasized in the program and aim at practical solutions to real problems in schools. 3. The importance of candidates having a broad background in approaches to school counseling and therapy is emphasized. However, we also ensure that our graduates are well versed in Glasser s work on Choice Theory and Quality Schools as they apply to school counseling. 4. The program emphasizes the development of the unique skills and abilities of our candidates. Each candidate is unique, and each is encouraged to develop his or her strengths in the context of school needs. 5. The program emphasizes development of high levels of computer and internet skills so that graduates can provide online internet information to their students and parents and staff at the schools where they will be working.
5 3 Program Overview Saint Martin s University (SMU) has developed an excellent reputation for educating compassionate, capable, effective school counselors. Although the program must be completed in seven years, the speed of completion is up to the candidate (up to a maximum of 12 credit hours per semester). Certification Approaches NOTE: Teaching Certification is NOT required to be certified as an ESA School Counselor in the State of Washington. Two approaches to certification are available. Those who have completed a Masters degree prior to completion of our program can follow an ESA certification only approach. Those without a Masters degree are required to complete our M.Ed. Program in the Guidance and Counseling Strand. Program Requirements for ESA School Counselor Certification NOTE: Most recent SMU Catalog and MED Handbook ALWAYS take precedence 1. Requirement for ESA Certification for Both Certification Only and M.Ed. Programs a. Acceptance into the program. Current application requirements are listed in the SMU College of Education s Graduate Handbook which can be accessed at the following URL: b. Materials required to apply for the Master of Education Program and ESA Certification Program Admission: 1. Transcripts from all institutions previously attended 2. College of Education Student Contact Sheet 3. Program Application (green), accompanied by a $25 non-refundable fee 4. Character and Fitness Supplemental 5. Release of Information Form 6. Personal Statement of approximately 400 words that describes how your Masters (or ESA Certification Only) program will contribute to your professional development and aid in achieving your professional goals 7. Résumé of work experience 8. Passport size color photograph (2 x2 ) 9. Three letters of recommendation (this should emphasize effectiveness working in schools or with children and parents) 10. WSP/FBI fingerprint/background check dated within the last two (2) years 11. Photocopy of current teaching certificate (except Guidance and Counseling strand) 12. GRE/MAT scores (NOT required for Certification Only Candidates)
6 4 13. Current First Aid/CPR card Once all the materials have been received, the admissions folder is sent either; (1) to a committee for those applying to the MED program, or (2) to the Director of the ESA School Counseling program for Certification Only candidates, and a decision is made. It is a good idea to check with the College of Education Administrative Assistant ( ) to make sure everything is in so that the file can be sent to the committee. c. Clearance based on background investigation and fingerprint check d. Completion of all required coursework in the Guidance and Counseling Strand. See Table 1 for a list of these courses. e. Successful completion of written comprehensive school counseling exam (given during the internship). f. Successful completion of 400 hour school counseling internship. Completion of the internship requires signoff on a competency checklist by the in-school supervisor or University supervisor (and the intern) on all WAC competency and skill requirements. g. A log of the 400 hours initialed and approved by the in-school supervisor must also be submitted prior to completion of the internship. Also two Positive Impact on Student Learning forms must be completed. h. The statute of limitations for completion of certification requirements is 7 years. i. Candidates are expected to earn a grade of B average in all courses. Candidates who receive a grade of C will be placed on academic probation. A candidate who receives a grade lower than C or two grades of C may be removed from the program. 2. Requirements Specific to M.Ed. Program for ESA Certification a. In addition to the application requirements listed in 1(a) above, candidates applying for the M.Ed. program must submit to the education office scores on either the Miller Analogy Test or the Graduate Record Examination taken within the last five years. b. Must complete 37 semester hours total for the Thesis option (if a course is waived, the candidate may take another course approved by her/his advisor but the total hours required to receive the M.Ed. in Guidance & Counseling is 37 hours). This includes 26 hours in the G&C required strand courses, 8 hours in the Core Courses (MED 605 is NOT required for G&C program candidates) and 3 credits for MED 599, Thesis. OR Must complete 38 semester hours total for the Non-Thesis option (if a course is waived, the candidate may take another course approved by his advisor but the total hours required to receive the M.Ed. in Guidance & Counseling is 38 hours). This includes 26 hours in the G&C required strand courses, 8 hours in the Core Courses (MED 605 is NOT required for G&C program candidates), MED 550 Integrating Seminar (1 credit) and one graduate level elective in the MAC program or the MED program approved by the major professor.
7 5 c. Nine semester hours of graduate work may be taken at another institution and transferred, provided the work fits the program plan, is recommended by the program advisor and is approved by the director of the masters program in education. 3. Requirement for ESA Certification Specific to Certification Only Candidates (Candidates who would have a master s degree from another institution completed prior to completion of SMU s ESA certification) a. Miller Analogy or GRE scores are NOT required for admission. b. M.Ed. program core requirements are NOT required. c. Passing of SMU Comprehensive ESA School Counseling Examination is required. d. No Final Project or master s thesis is required. e. Must complete all coursework in the Guidance and Counseling Strand (See Table 1 for a list of these courses. Waivers based on training and experiences are possible) INCLUDING MED 659 Introduction to Exceptionality. f. If waivers are granted, a minimum of two Guidance and Counseling Strand courses (with specific courses approved in writing by the ESA program director) and the fivecredit internship are required for ESA certification.
8 6 Formal Admission into the Program M.Ed. Applicants When the Education Office has received all required admission materials; the file is routed to the M.Ed. Director and the Director of the ESA School Counseling Program and one or two other Education faculty member. They separately evaluate the grades, letters of recommendation, personal statement, test scores (if applicable), and other pertinent information (including the result of the interview with the prospective candidate). The Director of the ESA School Counselor program (and other education faculty members on the selection committee) makes a recommendation for acceptance or non-acceptance and the M.Ed. director makes the final decision. Applicants are accepted, accepted conditionally, or not accepted. An emphasis is made to recruit and accept applicants of diverse backgrounds. Certification Only Applicants When the Education Office has received all required admission materials; the file is routed to the Director of the ESA School Counseling Program. The grades, letters of recommendation, personal statement, test scores (if applicable), and other pertinent information (including the result of the interview with the prospective candidate) are all considered. A final decision for admission to the Certification Only Program is made by the Director of the ESA School Counseling Program. Applicants are accepted, accepted conditionally, or not accepted. An emphasis is made to recruit and accept applicants of diverse backgrounds. Course Requirements Table 1: Counseling Strand The following counseling strand courses are mandatory for all candidates. (However, waivers are possible based on training or previous experience) MED 640 Guidance and Counseling (3) Consideration of major principles and practices of guidance and counseling. The role of the school teacher and counselor in the guidance and counseling process. MAC 502 Group Therapy (3) Experiential course that provides both group membership and coleadership roles. Focus on group theory and practice, stages of group development and change factors in group therapy. OR MED 642 Group Processes (3) Consideration of major principles and practices of group counseling for school counselors. Either MED 642 or MAC 502 can be taken to meet the Group Counseling Requirement for the Guidance and Counseling Strand. MAC 503 Individual Therapy (3) Study of major techniques and theories of individual counseling. Emphasis on developing counseling skills through role-playing. Ethical issues in counseling. OR MED 641 Individual Counseling (3) Consideration of major principles and practices of individual counseling for school counselors. Either MED 641 or MAC 501 can be taken to meet the Individual Counseling Requirement for the Guidance and Counseling Strand.
9 7 MED 644 Career and Vocational Development and Information (3) Nature and goals of career and vocational guidance, definition of the process, methods available and utility in counseling and education. MED 645 School Drug (3) Examines pharmacology, counseling approaches and school programs related to the school counselors role in prevention, counseling and referral of students with drug and alcohol problems. MED 646 Assessment and Current Issues in School Counseling (3) Covers research on current issues of interest to school counselors; the consulting and design roles of school counselors; and the testing and assessment competencies needed by school counselors. MED 648 Elementary and Middle School Counseling (3) Covers topics and skills needed for elementary and middle school counselors. Emphasis on pragmatic, developmentally appropriate counseling skills for working with kindergarten-8 students. Topics covered include community resources, testing and measurement, working with parents, visitation to K-8 schools, the varying roles of K-8 school counselors, prevention programs and the role of school counselor as staff trainer and consultant. MED 559 Introduction to Exceptionality (2) Introduction to the philosophical, historical, legal and social implications of the exceptional student from an integrated, strategy-based pedagogical perspective. Ten hours of classroom experience required as part of the class. NOTE: ESA Certification Only Candidates are required to take this as part of their G&C Strand requirement, MED students will have this course counted toward their MED Core requirement. MED 649 Internship in School Counseling (5) 400 hours of supervised and school-based internship in a Kindergarten-12 school setting and a one-hour weekly seminar. Must be repeated every semester the candidate is working on the internship. The 5 credits can be spread across 2 semesters. Table 2: M.Ed. Candidates NOTE: Eight semester hours total. MED 605 is NOT required for the M.Ed. Core for G&C Strand candidates. MED 601 Professional Research Paradigms (3) An introduction to traditional and alternative forms of understanding and communicating about their profession. A variety of techniques related to understanding and writing including library research, field research, narrative, metaphoric and personal reflection will be studied. This course is a prerequisite for the research course MED 507 or 508, and the final project MED 599. MED 605 Diversity and Social Context in the Classroom: Theory and Practice (3) Examination of the educational theories, practice and research related to the education of diverse populations. The impact of social context factors such as race, ethnicity, culture, gender and economic status on knowledge bases, learning styles, socialization patterns and educational opportunity will be studied. Development of appropriate and diverse classrooms and curriculums will be emphasized. Prerequisites: Admission to the graduate
10 8 program; relevant professional experience. MED 607 Foundations for Educational Practice (3) This is a course designed to provide a graduate student the basic knowledge and skills in educational philosophy and educational psychology. Graduate students will be asked to think critically and creatively about concepts involved with the control of education, educational philosophy, and psychology. The course will include how these philosophies or theories have arisen; and how these philosophies or theories affect best practice; and how best practice affects these theories. Focus will be on those basic concepts central to certification requirements as well as refinement and extension of those concepts. MED 559 Introduction to Exceptionality (2) Introduction to the philosophical, historical, legal and social implications of the exceptional student from an integrated, strategy-based pedagogical perspective. Ten hours of classroom experience required as part of the class. NOTE: ESA Certification Only Candidates are required to take this as part of their G&C Strand requirement, MED candidates will have this course counted toward their MED Core requirement. Table 3: Additional courses for M.Ed. Candidates 4 semester hours MED 650 Integrating Seminar (1) The final course in the Master of Education Program is designed to (1) prepare the student for the core/strand written assessment. One graduate level elective 3 credit class in the MAC program or the MED program approved by the major professor. Table 4: M.Ed. Thesis Additional Classes Required for MED Thesis Students (3 semester hours): MED 699 Final Project/Thesis Research Component (3) Designed for the student to complete the thesis/final project (thesis option).
11 9 Waiver Requests/Removal from Program Waiver Requests Once a candidate has been admitted to the program, she or he can request waivers of specific course requirements based on previous experience and training. A separate waiver form must be filled out for each course waiver requested. Waiver forms are obtained from the Education Office. The student must document on the form, and with any supporting evidence, how their experience and/or training meets the catalog and syllabus requirements of the class. For a waiver to be approved, the form must be approved by the student s advisor, the appropriate course instructor, and the Dean of the College of Education. If the waiver is not approved, the student can appeal to the Vice President of Academic Affairs. Copies of the waiver form and approval or disapproval are kept in the student s academic folder. Waivers do NOT reduce the number of credits required for completion of the M.Ed. program. Removal from the Program a. Students are expected to receive a grade of at least a B in all classes. Candidates who receive a grade of C will be placed on academic probations and their candidacy reviewed by the graduate program advisory committee. A student who receives a grade lower than C or two grades of C normally will require to withdraw from the program. b. Students who do well academically, but who do not have the skills or abilities necessary to be an effective school counselor present a special problem. Such students can be referred by their professor or intern supervisor to a special committee assigned by the Dean of the College of Education consisting of 2 members of the Counselor PEAB and 1 member of the faculty (not to include the referring professor). The committee will then examine the specific concerns of the professor concerning that student s lack of necessary skills and abilities. The committee will then do one of the following: (1) allow the student to continue the program with no further interventions required, (2) develop steps the student must complete to develop the necessary skills and abilities if they are to continue in the program, or (3) recommend to the Dean of Education that the student be dropped from the program. c. Students may also be removed from the program based on criminal records, negative background investigations, and poor moral character. Requirements for Program Completion and Recommendation for ESA Certification By demonstrating and having signed off by both the intern and the intern supervisor, ALL of the Knowledge and skills required of school counselors under WAC A-270 will be met. ALL Knowledge and skills standards and benchmarks must be demonstrated and signed off by both the student and the supervisor before the student can successfully complete the internship and be recommended for ESA School Counselor certification.
12 Appendix: 10
13 11 Faculty: Dan Windisch, Ed.D. Director. Professor. Dr. Windisch has been director of the ESA school counseling program at Saint Martin s University for 18 years. He has served as President of the Washington Counseling Association (the state counselor organization for school counselors, mental health counselors, and career counselors) from and Dr. Windisch spends considerable amounts of time supervising school counselor interns in K-12 schools. By doing this, he keeps up with what is currently happening in school counseling in a number of school districts and applies that information directly to his classes. Dr. Windisch also teaches the Introduction to Guidance & Counseling Class, the Internship Class, The Careers Class, and the Current Topics/Assessment Class. Dr. Windisch also supervises most of the Masters projects and has been Chair of the PEAB for the last 6 years. Mina Ringenbach. Mina is a ¼ time regular faculty member as well as a full-time school counselor at Centralia Middle School and has had many years experience in Elementary, Middle and High School counseling. Mina teaches the Elementary and Middle School Counseling Course and the MED 642 Group Processes Class. She also teaches the School Drug prevention and Counseling Course and the Peer Review class. Mina has also served on many masters projects as a committee member and supervised our interns as an in-school supervisor. Mina has also taught the Group Counseling class one time. Mina has taught for Saint Martin s for 13 years. Betty Utter. Long term Adjunct Faculty. Ms. Utter is a retired school counselor and school principal. She has previously co-taught the Elementary and Middle School Counseling Course many times with Mina Ringenbach and has University supervised school 3 counseling internships. She has taught for Saint Martin s for 11 years. Jenny Morgan. Long term Adjunct Faculty. Jenny is currently a school counselor at Capital High school and prior to that was a school counselor at Shelton Middle School for many years. Jenny has taught our MED 640 Introduction to Guidance and Counseling course, has co-taught in the MED 644 Careers class, and has taught the MED 646 Assessment and Current Topics class. She has taught for Saint Martin's for 13 years.
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