THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES

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1 THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES Instructor: David Dietrich, Ph.D. Office: 219 McWherter, Jackson State Community College, Jackson, TN Phone: or I. COURSE TITLE AND NUMBER COUN 786 Organization and Administration of School Counseling Services II. III. IV. SEMESTER CREDIT HOURS 3 graduate semester hours CATALOG DESCRIPTION/PURPOSE Emphasis on the counselor s need to have a knowledge base on the functions, organization, administrative principles and evaluation of counseling services in Pre K-12 schools, college and junior colleges, community agencies and counseling or mental health centers. The student will prepare a proposal/project for the organization and administration of a counseling program that is specific to his/her career goals. Students will be involved in designing a counseling program for a specific school setting that is congruent with their career objectives. Project also includes preparation of sample lesson plans to be incorporated into classroom counseling units. RATIONALE Candidates for the degree of Master of Science in Education with an emphasis in School Counseling need an understanding of the basic concepts and emerging issues within their discipline. This course introduces students to key concepts within the field of school counseling. In 2003 the American School Counselor Association published its National Model and School Counselor Performance Standards. These documents provide school counselors with professional guidelines for the delivery of services to students from elementary grades to high school. A thorough knowledge of these standards prepares students to enter a school system and successfully meet the needs of the students, teachers, parents, and support staff of each school. Since most of the students taking this course plan on pursuing a career in school counseling, the focus of instruction reflects the need to learn concepts and to apply these concepts to realistic situations. This dual focus of learning facts and honing the ability to apply them will help students to become confident in their ability to be effective school counselors. V. TEACHER EDUCATION MODEL The UTM Teacher Education Model is designed to develop teachers who facilitate learning by engaging in methods and strategies that can transform students from passive recipients of information to active participants in their own intellectual growth. The faculty is committed to providing teacher candidates with a variety of experiences to increase understanding, skills and dispositions in working with students of diverse cultural backgrounds, exceptionalities, and varying learning styles. The faculty also view technology as an integral component of the teacher education program and believe candidates should know how to enhance learning through the use of a wide variety of materials including human and technological resources. Therefore, embedded and intertwined among the components of the conceptual framework are the commitments to diverse learners and the use of technology and assessment as pedagogical tools to enhance student learning. The UTM Teacher Education Model is based on a conceptual framework that

2 has been derived from current research and best practice. The following three key components represent a compilation of expectations as Educator as a Facilitator of Learning is expected to develop: Knowledge, Skills, Application Reflective Practice Professional and Ethical Behavior The following are the Outcomes of the Advanced Conceptual Framework of Professional Educators as Leaders and Enhancers of Human Development: Knowledge, Skills, and Application exhibit an understanding of 1. how all students develop and learn; 2. their area of expertise and appreciate how knowledge in this area is created, organized, linked to other disciplines, and applied to real-world settings; 3. how to create multiple paths, including use of information technology, to the subjects they teach to develop problem-solving abilities in students; 4. how to adjust practice based on observation and knowledge of students interests, abilities, skills, knowledge, family circumstances and peer relationships; and 5. how to be a change agent. Human Relations 1. engage all groups of students to ensure a disciplined learning environment; 2. organize instruction to allow the schools goals for all students to be met; 3. engage all students in appropriate behavior in and out of the classroom; 4. be prepared for contributing to the effectiveness of the school through collaboration with other professionals on instructional policy, curriculum development, and staff development; 5. work collaboratively and creatively with parents and community resource personnel, engaging them productively in the work of the school. Inquiry 1. stay abreast of current research, and when appropriate, incorporate new findings in their practice; 2. make decisions grounded in both the literature and personal experience; 3. apply the practice of data collection, observation, and reflective thinking; 4. use information technology in designing and executing a plan for research; 5. read and interpret published research of others; and 6. apply research findings appropriately to an educational setting for the benefit of all students. Professional and Ethical Behavior 1. serve as role models to students and educational colleagues while serving as professional liaisons to members of the community; 2. employ respect for and understanding of cultural diversity as the responsibilities of the profession are modeled; 3. exhibit academic integrity in the study and presentation of curricula content; 4. cultivate the ability to cope with the unexpected and act wisely in the face of uncertainty; 5. understand the importance of engagement in lifelong learning so that they demonstrate and encourage the same in all students; and take advantage of available resources and participation in professional development opportunities for continuous learning. CACREP STANDARDS ADDRESSED:

3 A. Foundations of School Counseling: 1. history, philosophy, and current trends in school counseling and educational systems 2. relationship of the school counseling program to the academic and student services program n the school 3. role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school 4. strategies of leadership designed to enhance the learning environment of schools 5. knowledge of the school setting, environment, and pre-k-12 curriculum 6. current issues, policies, laws, and legislation relevant to school counseling 8. knowledge and understanding of community, environmental and institutional opportunities that enhance, as well as barriers that impede student academic, career, personal/social success and overall development 9. ethical and legal considerations related specifically to the practice of school counseling (e.g., the ACA Code of Ethics and the ASCA Ethical Standards for School Counselors) B. Contextual Dimensions of School Counseling 1.advocacy for all students and for effective school counseling programs 3. integration of the school counseling program into the total school curriculum by systematically providing information andskills training to assist pre-k-12 students in maximizing their academic, career, and personal/social development 4. promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate 5. methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents and the community 6. methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs C. Knowledge and Skill Requirements for School Counselor 1. Program Development, Implementation and Evaluation a. use, management, analysis, and presentation of data from school-based information (e.g. standardized testing, grades, enrollment, attendance, retention, placement), surveys, interviews, focus groups, and needs assessments to improve student outcomes b. design, implementation, monitoring, and evaluation of comprehensive developmental school counseling programs (e.g., the ASCA National Standards for School Counseling Programs) including an awareness of various systems that affect students, school, and home c. implementation and evaluation of specific strategies that meet program goals and objectives 2. Counseling and Guidance d. knowledge and skills in conducting programs that are designed to enhance students academic, social, emotional, career and other developmental needs VI. COURSE OBJECTIVES Specific objectives are a. to provide students with information about comprehensive school counseling programs and the role of the counselor within the school setting; b. to expose students to the multidimensional aspects of school counseling programs through an understanding of the ASCA National Model of School Counseling Programs; c. to apply knowledge of school counseling programs in designing a counseling program for a specific school setting that is congruent with their career objectives;

4 d. to analyze school counseling case studies to increase understanding of the complexities of school counseling; e. to develop self-evaluation skills, writing skills, and critical thinking skills; f. to allow students the chance to reflect on their own experiences as a student interacting with teachers and school counselors g. to help students to understand the moral, ethical and legal issues in school counseling h. to enhance understanding of course material through interactions with fellow students and the course instructor i. to become aware of emerging issues in school counseling VII. VIII. COURSE CONTENT a. Personal and professional development as a school counselor b. Qualities of Comprehensive School Counseling Programs c. Key components of the ASCA National Model d. Moral, legal, and ethical issues in school counseling e. Developing and nurturing consultative relationships with teachers, parents and students f. Key concepts, techniques, applications and limitations of counseling interventions ASSESSMENT Any student eligible for and requesting accommodations due to a disability is asked to provide a letter of accommodation from PACE or Student Academic Support Center within the first two weeks of the semester. Instructions for the following items can be found on Blackboard under the ASSIGNMENTS section. 200 points Project: design a counseling program for an educational setting congruent with your career goals 100 points Ten discussion board postings from the Reflection Moment sections of the text 50 points Ten responses to other students discussion board postings 150 points Case Studies: Five case studies from textbook, read the case and answer the questions at the end of the chapter 120 points Quizzes (Over Chs. 1-10, 14, and 15) A = 92% of possible points B = 82% of possible points C = 72% of possible points IX. TEXTBOOK Required: Dollarhide, C.T., & Saginak, K.A. (2008). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action. Boston/MA: Pearson. X. OTHER RESOURCES Websites: American School Counselors Assocation

5 Tennessee State Licensing Standards CACREP American Counseling Association XI. XII. XIII. PREREQUISITES Admission to the graduate program in the School of Education. FACULTY FREQUENTLY TEACHING COURSE David Dietrich, Ph.D. PROGRAMS IN WHICH COURSE IS REQUIRED M.S. in Education with a major in School Counseling The instructor retains the right to make alterations and adjustments to this syllabus as necessary.

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