1 1 SYLLABUS Course and Instructor Course Number: COUN 533 Course Title: Introduction to School Counseling Course Dates/Times: Tuesdays--4:30-7:15 p.m. August 25-December 8, 2015 Course Location Rm. 222 Riverside Bldg Semester: Fall 2015 Credits: Instructor: 3 credits Angela Robinson- Hellwege, Adjunct Professor Counselor Administrator, Educational Therapist, RTI Coach Office Phone: Office Hours: Tuesday or by appointment Welcome to Introduction to School Counseling. Our goal for this course is to introduce you to the varied roles and responsibilities associated with being a professional school counselor. Our responsibility is to provide you a learning environment that allows you to grow and develop as a professional school counselor. We expect that you will participate fully in all course activities, experiences, and requirements. If you have any concerns or questions as we go along, please let us know as soon as possible, so we can make any necessary adjustments to the course. Course Accreditation, Description, Objectives, Key Assessments CACREP Standards Addressed in the Course Key Assessments A.1. Historical influence, philosophy, and current and future trends in school Exam 1 counseling. A.2. Ethical and legal considerations specifically related to school counseling. Exam 1 A.3. Roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. Exam 1 A.4. Professional organizations, preparation standards, and credentials those Exam 1 A.5. B.2. are relevant to the practice of school counseling. Current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program. Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program. Exam 1 Presentation Paper 2 C.4. Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and Exam 2
2 2 college admissions counseling. E.1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning. E.2. Identifies community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. E.3. Understands the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally Presentation congruent with the needs of students and their families. E.4. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement. G.3. Identifies various forms of needs assessments for academic, career, and Exam 2 personal/social development. K.1. Understands the relationship of the school counseling program to the academic mission of the school. K.2. Understands the concepts, principles, strategies, programs, and practices Paper designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. K.3. Understands curriculum design, lesson plan development, classroom Presentation management strategies, and differentiated instructional strategies for teaching counseling- and guidance-related material. M.6. Understands the various peer programming interventions (e.g., peer Exam 2 mediation, peer mentoring, peer tutoring) and how to coordinate them. O.1. Knows the qualities, principles, skills, and styles of effective leadership. Paper 2 O.2. Knows strategies of leadership designed to enhance the learning environment of schools. Paper 2 O.3. Knows how to design, implement, manage, and evaluate a comprehensive school counseling program. O.4. Understands the important role of the school counselor as a system change agent. O.5. Understands the school counselor s role in student assistance programs, school leadership, curriculum, and advisory meetings. Paper 2 Exam 2 Technology Skills Addressed in the Course Instructor Application Student Application Utilize Blackboard technology X X Word process, including APA formatting X Use a spreadsheet and a statistical package Acquire graphics from the web, digital camera, scanner, or Microsoft media and insert them into a poster or presentation X X Create and deliver a power point presentation X X Find material on the Web and review Web sites X X Be able to use , including document attachments X X
3 3 Be able to sign in and participate in list-servs Be familiar with computerized testing Be able to use digital recording equipment X Course Description This course provides an orientation to the role and function of the professional school counselor, focusing on developing and implementing a comprehensive, developmental school counseling program. This course is in alignment with the conceptual framework of the College of Education. Course Objectives Upon completion of the course the student will be able to: 1. Describe the historical sequence and trends in the school counseling profession. 2. List characteristics of effective schools and how school counselors can contribute to effective schools. 3. Demonstrate knowledge of roles and functions of professional school counselors. 4. Identify and explain the ASCA National Model and the components of this model. 5. Demonstrate knowledge of ethical and legal issues concerning counseling children in the school setting. 6. Describe some of the research on the effectiveness of comprehensive developmental school counseling programs. 7. Describe several methods for advocating for professional school counseling. 8. Evaluate schools for the purposes of identifying programs that may be needed to advocate for students needs. Methods of Instruction: Class discussion Small group work Lecture Demonstration Experiential activities Guest speakers Text and Required Reading Required Texts American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author. Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2 nd ed.). Upper Saddle River, NJ: Pearson. Also relevant readings as recommended by instructor. Suggestions for Getting the Most from the Course 1. Do the required readings. Follow the syllabus, complete required assignments, and attend all classes. Ask questions. Participate. Counseling is Teamwork. 2. Follow the Rubrics for all assignments. They will be graded according to the Rubric.
4 4 Expectations and Academic Requirements Readings: It is expected that you will come to class having read the chapters assigned in order to facilitate discussion. Your opinions are important to both the class and your experience in the program, so please bring to the class discussions your comments and reactions to the reading. Attendance and Participation: A rich and healthy exchange of ideas, reading, and feedback is essential to your growth as a counselor in terms of your theoretical thinking, conceptualization skills, and actual counseling skills. You are expected to be an active speaker as well as an active listener, contributing usefully to class discussions. Learning to be an effective counselor involves assessing one s personal values and assumptions and learning to understand the values and assumptions of others. Therefore, students will be expected to discuss their personal values and assumptions in class and work closely with others. Wise students will avoid missing class; absences will be detrimental to the student s grade. Missing more than 2 classes will result in a one letter drop in grade. It is the student s responsibility to notify the instructor prior to an absence you know will occur. Course Assignments: Class participation and attendance. Each class period you will have assigned readings due. We will be utilizing Blackboard and you are expected to post a (3 things you learned; 2 wonderings or questions, 1 AhhA moment) each week. We will begin each question with the s. Paper #1: School Counselor Interview with ASCA National Model or other CDSCP implementation. Interview a practicing school counselor (elementary, middle or high school). Inquire about the school mission, philosophy statements as they relate to the School Counseling Program (K.1); duties & responsibilities of the School Counselor (direct/indirect student services, and inappropriate duties); school s student population and needs, diversity (age/developmental level, ability, SES, gender, race, ethnicity, sexual identity, spirituality/religious beliefs); school culture: ethical, economic, legal, and political issues that impact student learning, academic success, and dropout rates at the counselor s school (E.1-2, K.2); barriers to learning in the school, resources to enhance student learning in the community; Diverse needs of this school (E.4); educational programs/policies used to support student learning utilized by the School counselor (E.3); Closing the Gap & multicultural activities in the schools; integration of the ASCA National Model design, implementation, management, and evaluation of the program (A.5, O.3). If the school counselor is not following the ASCA Model, please describe what aspects need to be adjusted to implement the ASCA National Model (A.5.,O.3) Requirements to include: Minimum of 3 peer-reviewed articles, Minimum of 2 citations-- from the ASCA National Model website & **Minimum 7 pages, APA format, 45 points Due October 6, Individual Presentation -- Observation of a Guidance Lesson or Small Group-- Observe one guidance lesson or small group lesson (ES,MS, HS) taught or led by school counselor. Describe what you observed and your thoughts about the developmental appropriateness of the lesson. How did the students change as a result of the lesson? Student interaction & diversity E.3. How responsive the students were to the lesson? If the students were not responsive, what might you do to gain 100% participation? Comment on the data used for the lessons effectiveness. Include the classroom management strategies the school counselor used, and what additional one(s) you may choose to incorporate. How you will make your lesson meet every student s needs, meet the diverse and unique needs of all students? (K.3). How does the lesson align with the ASCA National Model? (A.5) Address strategies, practices, and/or programs to Close the Gap, preventing students from dropping out of school (E.2)
5 5 Requirements to include: Power Point 5-7 slides, 2-3 local resources to support group or lesson, Minimum of 2 peer-reviewed articles re: guidance lessons/ small groups, 1 Guidance Lesson, Minimum of 1 citation from the ASCA National Model website or 45 points See Scheduled Presentations Paper #2: Leadership, Advocacy, Collaboration, Systemic Change & Personal Reflection Write a paper describing how you can advocate for the profession of school counseling now as a student and in the future when you are a practicing school counselor (B.2). Make mention of Mental Health issues or other issues facing our students in the classroom setting. Research what the state of Idaho is doing, or not, to support mental health in out schools. Describe the qualities and skills that school counselors must have as leaders in the school system (O.1) and how you can positively influence the school climate and student development through your leadership (O.2, O.4). Identify the advocacy, leadership, and collaboration qualities and skills that you are strong in, as well as areas you need to develop to be an effective leader. How will you work on developing these skills for systemic change? Include your personal reflection on the School Counseling Profession. Requirements to include: Minimum of 2 peer-reviewed journal articles, Documentation of sent to a Legislator concerning Advocacy for School Counselors; Reference to ASCA website minimum of 5 pages. Use APA style in your writing and references. 40 points Due: November 17, 2015 ASCA : Begin portfolio on Day 1 of class. This will be a working on-line/3-ring binder of ASCA National Model. It will also contain collections of tools, resources, lesson plans, websites, articles, etc. that you will take with you into your professional life. Requirements to include: see rubric, may be electronic, 3-ring binder or both (O.2) 50 Points Due: December 1, 2015 Exam #1. Multiple-choice 20-item test over school counseling history/trends (A.1), ethical/legal issues in school counseling (A.2), roles/functions of school counselor in comparison to other school professionals (A.3), professional organizations/credentials relevant to school counseling (A.4), and program evaluation. No notes and book can be used. Will be tested over Dollarhide & Saginak Chs. 1-6, 12, ASCA Model, and in class discussions Exam Date: 10/13/2015 Exam #2. Multiple-choice 20-item test over transition programs relevant to school counseling (C.4), needs assessments (G.3), peer helper programs (M.6), the school counselor s role in various school programs/meetings (O.5), and some common school counseling struggles (student issues and professionalism). No notes and book can be used. Will be tested over Dollarhide & Saginak Chs and in class learning s. Exam Date:12/01/2015 Other Expectations: All assigned work is expected to be completed. Time involvement depends upon the pace of the individual student. All work is expected to be original or specifically cited by source. Evaluation Criteria Performance Evaluation: Each of the following segments will be scored by means of a point system. Blackboard s,/class Participation/Attendance 140 points Due Dates
6 6 Paper #1 Interview of Guidance Counselor 45 points 10/06/2015 Presentation Guidance Lesson/Small Group Observation 45 points See schedule Exam #1 20 points 10/13/2015 Exam #2 20 points 12/1/ points 12/1/2015 Paper #2 Leadership, Advocacy, Collaboration, Reflection 40 points 12/9/2015 Total Possible Points: 320 Grading Scale: A points A A B points B B \ C points C C Disability and Academic Integrity Statements Disability Statement: If there is someone in the class who has a special need that may be the result of a disability or alternative learning style, I would appreciate hearing from you. I am reasonably certain that we can make the appropriate arrangements if necessary to assist you. The accommodations can take many forms, whether it is seating, testing, or the like. Please see me after class, or during my office hours. Academic Integrity Statement: Academic misconduct or dishonesty such as cheating and plagiarism is unacceptable and appropriate penalties will be imposed. This includes referencing material that has not been read by you, such as secondary references. Tentative Course Calendar Session Topic Assignment/ 8/25/15 Week 1 9/1/15 Week 2 Introductions Class expectations & Syllabus review What is a school counselor? School counseling training, organizations, credentials, etc. Discuss readings & Blackboard Postings History of school counseling School counselor qualities Effective schools Relevant Readings Sign up for Presentations Blackboard Dollarhide & Saginak Chapters 1 & 2 9/8/15 Discuss readings & Blackboard Postings Dollarhide & Saginak Ch. 3 Week 3 Ethics and legal issues in schools Intro to ASCA Executive Summary, Evaluation, Job Description 9/15/15 Discuss readings & Blackboard Postings Dollarhide & Saginak Chapters Week 4 6-Qualities of the School Counselor 4 ASCA Foundation Philosophy Mission ASCA Model pgs. vi-xiv, 1-20 Statement, Competencies 9/22/15 Discuss readings & Blackboard Postings Dollarhide & Saginak Ch. 5 Week 5 ASCA National Model CSCP ASCA Model pgs ASCA National Model- Management- Mindsets, Program Assessment, Coun/Princ. Agreement 9/29/15 Discuss readings & Blackboard Postings Dollarhide & Saginak Ch. 7
7 7 Week 6 ASCA National Model Management Calendars, Needs assessments Data & Accountability 10/6/15 Discuss Readings & Blackboard Postings Week 7 ASCA Delivery Guidance Lessons Guest Speaker Panel 10/13/15 Week 8 10/20/15 Week 9 Discuss Readings & Blackboard Postings Identifying Barriers the impede student academic, personal/social, and career development, Multicultural Delivery of Curriculum Discuss Readings & Blackboard Postings Direct/ Indirect Student Services Groups Counseling in K-12 settings Peer mediation, mentoring, etc. Guest Speaker Jeanne Buschine, West Ada SD Director of Counseling ASCA model pgs Dollarhide & Saginak Ch. 6 & 12 ASCA Model pgs DUE PAPER #1 Dollarhide & Saginak Ch. 9 EXAM 1 Dollarhide & Saginak Ch. 8 Guest Speaker Jeanne Buschine 10/27/15 Week 10 11/3/15 Week 11 11/10/15 Week 12 11/17/158 Week 13 THANKSGIVING NO CLASS 12/1/15 Week 14 12/8/15 Week 15 Discuss Readings & Blackboard Postings Dollarhide & Saginak Ch. 10 Collaborating and consulting Systemic Change/Collaboration Referrals Guest Speaker Legislature Discuss Readings & Blackboard Postings Dollarhide & Saginak Ch. 11 Classroom Management School Counselor Leadership & Advocacy Discuss Readings & Blackboard Postings Dollarhide & Saginak Ch. 13 Crisis & Mental Health Discuss Readings & Blackboard Postings Guest Speaker Dollarhide & Saginak Ch. 13 Con t DUE PAPER # 2 DUE Paper #2 Discuss Readings & Blackboard Postings Self Care Exam #2 Evaluations Final Class/Have a great winter break! Dollarhide & Saginak, Ch. 14 ASCA Due