1 School Counselor eportfolio Guide Missouri State University
2 Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned with Appropriate Instruction. The teacher understands the central concepts, structures and tools of inquiry of the discipline(s) and creates learning experiences that make aspects of subject matter meaningful and engaging for students. PERFORMANCE INDICATORS 1.1 Demonstrates basic content knowledge as well as academic language of disciplines. 1.2 Demonstrates an awareness of teaching methodologies used to engage students in subject matter. 1.3 Utilizes disciplinary methods of inquiry and research. 1. Foundations and Content Integration 2. Subject Matter Knowledge 1.4 Demonstrates an understanding of what constitutes an interdisciplinary lesson. 1.5 Demonstrates an understanding of cultural diversity and the potential for bias in teaching. MoSPE 2: Student, Learning Growth and Development. The teacher understands how students learn, develop, and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and that support the intellectual, social, and personal development of all students. 3. Learning and Development 9. Diversity 2.1 Demonstrates a basic knowledge of principles of child/adolescent development. 2.2 Demonstrates the ability to set short and longterm goals, organize, implement, and selfreflect. 2.3 Demonstrates a basic knowledge of theories of learning. 2.4 Demonstrates an understanding that students differ in their approaches to learning. 2.5 Explains how students' prior experiences, multiple intelligences, strengths, and needs to positively impact learning. 2.6 Explains how instruction is connected to students prior experiences, family, culture, and community.
3 MoSPE 3: Curriculum Implementation. The teacher recognizes the importance of long range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon student, district and state standards data. 6. Professional Skills 3.1 Demonstrates an understanding of curriculum, instructional alignment, and national and state standards. 3.2 Demonstrates an understanding of the importance of using appropriate strategies, materials, and technology based on the needs of diverse learners 3.3 Demonstrates an understanding of the importance of differentiated instruction and short and long-term instructional goal planning to meet student needs. MoSPE 4: Critical Thinking. The teacher uses a variety of instructional strategies and resources to encourage students development and critical thinking, problem solving, and performance skills. 6. Professional Skills MoSPE 5: Positive Classroom Environment. The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. 6. Professional Skills 4.1 Demonstrates a general knowledge of various types of instructional strategies to promote critical thinking. 4.2 Demonstrates an understanding of how using current instructional resources benefits the teaching and learning process. 4.3 Demonstrates an understanding of the importance of using cooperative learning strategies for effective student engagement. 5.1 Recognizes principles of classroom management, motivation, and engagement. 5.2 Recognizes the importance of managing time, space, transitions, and activities. 5.3 Recognizes the influence of classroom, school, and community culture on student relationships and the impact on the classroom environment and learning.
4 MoSPE 6: Effective Communication. The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. 6. Professional Skills 6.1 Demonstrates effective verbal and nonverbal communication techniques. 6.2 Recognizes sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication. 6.3 Identifies the importance of facilitating learner expression in speaking, writing, listening, and other media. 6.4 Develops skills in using a variety of media communication tools. MoSPE 7: Student Assessment and Data Analysis The teacher understands and uses formative and summative assessment strategies to assess the learner s progress and uses both classroom and standardized assessment data to plan ongoing instruction. The teacher monitors the performance of each student and devises instruction to enable students to grow and develop, making adequate academic progress. 7. Assessment Skills 7.1 Demonstrates the importance of using formative and summative assessment strategies. 7.2 Recognizes the importance of using assessment data to guide instructional approaches and learning strategies. 7.3 Recognizes the importance of self and peer assessment, differences in formats, and can set their own learning goals. 7.4 Recognizes the importance of gathering assessment data to show the effectiveness of instruction on individual/class learning. 7.5 Recognizes the importance of maintaining confidentiality of student records and communicating student progress to students, families, colleagues, and administrators. 7.6 Recognizes the importance of the collaborative data analysis process.
5 MoSPE 8: Professional Practice. The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students. 8.1 Articulates understanding of the importance of reflective practice and continual professional growth. 8.2 Articulates the importance of regular participation in professional learning opportunities. 8.3 Recognizes ethical practices and the influence of district policies and school procedures on professional practice. 4. Reflective and Inquiry Skills 8. Dispositions MoSPE 9: Professional Collaboration. The teacher has effective working relationships with students, families, school colleagues and community members. 10. Collaboration and Leadership 9.1 Reflects on the importance of fostering appropriate relationships with peers and school personnel. 9.2 Recognizes the importance of accessing basic services available in the school and community to support students and their learning. 9.3 Reflects on the importance of developing relationships with students, families, and communities in support of student learning.
6 MoSTEP 1.4: School Counseling Competencies Approved by MSBE: August 13, 2008, page 1 The beginning (preservice) School Counselor will demonstrate knowledge of and/or competency in the following School Counseling areas of study: 1. Human Growth and Development MoSTEP a -.h; CACREP CC3a, b,.d,.e,.f,.g,.h; CACREP SCP[A]6; Praxis 0420: II-1; CR: B.c.1, B.c.2, B.c.3; C.2 1. (MoSTEP a; CACREP CC3a) theories of individual and family development to transitions across the life span and the range of human developmental variation. 2. (MoSTEP b) strategies for applying knowledge of developmental stages of individual growth. 3. (MoSTEP c, MoSTEP f; CACREP CC3.b) strategies for applying theories of learning and development in working with all students in a variety of school counseling activities. 4. (MoSTEP d; CACREP CC3.d) theories of individual, family, cultural, and community resilience. 5. (MoSTEP e; CACREP CC3f, CACREP CC3g; CACREP SCP[A]6) factors that affect behavior, including but not limited to, crises, trauma, disaster, disability, addiction, psychopathology, and environmental factors, in assisting all students to develop healthy life and learning styles. 6. (MoSTEP g; CACREP CC3e) a framework for understanding exceptional abilities and strategies for differentiated interventions. 7. (MoSTEP h; CACREP CC3.h) strategies for facilitating optimal development and wellness over the life span. 1 Alignment Codes used throughout this document: MoSTEP = MoSTEP 1.4 ( revision); ASCA = American School Counselor Association School Counselor Competencies; CACREP CC = CACREP ( Draft 3 Final [June 2007 revision]) Common Core standards; CACREP SCP = CACREP School Counselor Program standards; Praxis 0420 = ETS Praxis II School Guidance and Counseling; CR = DESE Certification Requirements.
7 MoSTEP 1.4: School Counseling Competencies Approved by MSBE: August 13, 2008, page 2 2. Social and Cultural Diversity MoSTEP a-.h; ASCA A.9; CACREP CC2a-f; CACREP SCP[E]2, 3; Praxis 0420: I-1-4, II-1; CR: B.c.7; C.2 8. (MoSTEP a; CACREP CC2a) multicultural and pluralistic theories, issues, and trends. 9. (MoSTEP b; CACREP SCP[E]3) attitudes and behaviors related to diversity, and how the diversity in families impacts all students. 10. (MoSTEP c; CACREP CC2b; CACREP SCP[E]3) strategies for educating students, colleagues, and others about diversity and its impact on learning, growth, and family and community relationships. 11. (MoSTEP d; CACREP CC2e) strategies for facilitating the development of all students respect for and valuing of human diversity, social justice, advocacy, conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, and body. 12. (MoSTEP e; CACREP CC2f) counselors roles in eliminating biases, prejudices, processes of intentional and unintentional oppression and discrimination. 13. (MoSTEP f; CACREP CC2c; CACREP SCP[E]4) strategies for applying knowledge of how culture affects human relationships and demonstrating cultural awareness and sensitivity in counseling 14. (MoSTEP g; ASCA A.9; CACREP SCP [E]2) strategies for demonstrating cultural awareness and sensitivity in the implementation of comprehensive guidance programs 15. (MoSTEP h; CACREP CC2d) individual, family, group, and community strategies for working with and advocating for diverse populations.
8 MoSTEP 1.4: School Counseling Competencies Approved by MSBE: August 13, 2008, page 3 3. Assessment MoSTEP a-f; CACREP CC 7a-g; Praxis 0420:I-3; CR: B.c.5, B.c.8; C (MoSTEP a; CACREP CC 7a,b) theoretical and historical bases for assessment techniques, including basic concepts of standardized and nonstandardized testing and other assessment techniques including normreferenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations. 17. (MoSTEP b; CACREP CC 7d, e) concepts of reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information), validity (i.e., evidence of validity, types of validity), and the relationship between reliability and validity. 18. (MoSTEP c; CACREP CC 7g) selecting, administering, and interpreting qualitative and quantitative assessments typically used in comprehensive guidance programs to assess the academic, career, and personal/social development of all students. 19. (MoSTEP d; CACREP CC 7c) statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. 20. (MoSTEP e; CACREP CC 7f) social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations. 21. (MoSTEP f; CACREP CC 7.g) ethical principles in assessment. 4. Career Development and Planning (MoSTEP a-d, f-g; ASCA H.5; CACREP CCag; Praxis 0420: I.4, III.2; CR: B.c.4, B.c (MoSTEP a; CACREP CC4.a) theories of career development, decision-making and planning with all students. 23. (MoSTEP b; CACREP CC4.c, 4.e) strategies for promoting and supporting the career decision-making and planning of all students through comprehensive guidance program planning, organization, implementation, administration, and evaluation. 24. (MoSTEP c; ASCA H.4; CACREP CC4.f) career assessment instruments and techniques to assist all students in understanding their abilities and career interests. 25. (MoSTEP d; CACREP CC4.d) interrelationships among work, family, and other life roles and factors, including the role of multicultural issues in career development. 26. (MoSTEP e; CACREP CC4.g) impacts of diversity on career development. 27. (MoSTEP f; ASCA H.5; CACREP CC4.b) using current educational, career, and labor market information as well as career information delivery systems to assist all students in understanding the worlds of education and work in making career plans and choices
9 MoSTEP 1.4: School Counseling Competencies Approved by MSBE: August 13, 2008, page 4 5. Helping Relationships MoSTEP a-d; CACREP CC5b-f; Praxis 0420: II; CR: not overtly present 28. (MoSTEP a; CACREP CC5c) essential interviewing and counseling skills. 29. (MoSTEP b; CACREP CC5d) counseling theories to conceptualize student issues and concerns and select appropriate counseling interventions to respond to these issues and concerns. 30. (MoSTEP c; CACREP CC5e) strategies for applying a school, family and community systems perspective to the counseling process. 31. (MoSTEP d; CACREP CC5b, f) a framework for understanding and practicing professional consultation, including counselor characteristics and behaviors that influence helping processes. 6. Group Work MoSTEP a-d; CACREP 6a-d; Praxis 0420: I-1; CR: B.a (MoSTEP a; CACREP 6a) principles of group dynamics, including group process components, developmental stage theory, group member roles and behaviors, and therapeutic factors of group work. 33. (MoSTEP b; CACREP 6b) group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership roles. 34. (MoSTEP c; CACREP 6c) theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature. 35. (MoSTEP d; CACREP 6d) planning, managing, and evaluating groups, including group counselor orientations and behaviors and appropriate selection criteria and methods. 7. Structural Components of a Comprehensive Guidance Program MoSTEP a-c; ASCA A.1,2, 4, 5-7; ASCA C.1-4, D1-3, K.1-6, L.1-6; CACREP SCP [A]5, CACREP SCP [K]1; Praxis 0420: III;CR: B.c (MoSTEP a; ASCA A.1, A.2, 4, 5-7, C.1-3, D1-3; CACREP SCP [A]5, CACREP SCP [K]1) beliefs and philosophy for comprehensive guidance programs that align with current school improvement plans and student success initiatives at the school, district and state levels. 37. (MoSTEP b; ASCA K.1-6) facilities, resources, budget, and staffing patterns necessary to ensure the full implementation of comprehensive guidance programs. 38. (MoSTEP c; ASCA C.4, L.1-6) establishment, facilitation, and use of advisory councils to support the full implementation of comprehensive guidance programs..
10 MoSTEP 1.4: School Counseling Competencies Approved by MSBE: August 13, 2008, page 5 8. Comprehensive Guidance Program Components: Guidance Curriculum MoSTEP a-d; ASCA E.1-2, G.1-5, 7-8; CACREP SSP [A]3; CACREP SCP [K]2-3; Praxis 0420: II-1 & 3; CR: B.c.6; C.2 9. Comprehensive Guidance Program Components: Individual Planning MoSTEP a-c; ASCA H.1-3, 5-7; CACREP.not overly presented; Praxis 0420: I-1; B.a (MoSTEP a) role and development of guidance curriculum planning surveys to inform the planning and implementation of the guidance curriculum. 40. (MoSTEP b; ASCA G.2, 7; CACREP SCP [K]2) design and implementation of culturally sensitive and developmentally appropriate guidance activities demonstrated to meet student needs and school goals, including closingthe-gap activities. 41. (MoSTEP c; ASCA E.1-2, G.1, 5, 8; CACREP SCP [A]3) collaboration with teachers and other school personnel in the delivery and full implementation of the guidance curriculum through alignment of guidance gradelevel expectations with the grade-level expectations of other programs. 42. (MoSTEP d; ASCA G.3-4; CACREP SCP [K]3) effective curriculum design, classroom management skills, and instructional strategies. 43. (MoSTEP a; ASCA H.1-2) planning, goal setting, and decisionmaking strategies and processes demonstrated to help all students develop personal plans of study (e.g., appraisal, advisement, goal-setting, decisionmaking, social-skills, transition, or post-secondary-planning). 44. (MoSTEP b; ASCA H.3, 5) tools, including technology, to assist all students in developing personal plans of study in collaboration with parents or guardians and other school personnel. 45. (MoSTEP c; ASCA H.6-7) the relationship of academic performance to the world of work, family, life and community service and strategies demonstrated to assist students in monitoring and managing their own academic, career, and personal/social development. 10. Comprehensive Guidance Program Components: Responsive Services MoSTEP a-e; ASCA I.1-.9,.13; CACREP CC 6a-d, g; CACREP SCP[C]6; CACREP SCP [M]4; Praxis 0420: I.1-4, II.1; CR: C (MoSTEP a; ASCA I.4,.5) understand and use individual and smallgroup counseling theories and techniques for students during times of transition, separation, heightened stress, and critical change. 47. (MoSTEP b; CACREP SCP [M]4) systems theories, models and processes of consultation within school system settings, including family and community. 48. (MoSTEP a,.c; ASCA I.1,.2,.4,.6-.8,.13; CACREP CC1c, 3c, 5g, 6a-d; CACREP SCP [A]7, [C]6, [M]9) the role of school counselors and comprehensive guidance programs in school crisis/emergency management plans, including team leadership and collaboration models for schools, communities, and families before, during, and after a crisis. 49. (MoSTEP d; ASCA I.3, 9) construction and use of databases for compiling community agencies, resources, and service providers for student referrals in collaboration with parents or guardians and appropriate school personnel. 50. (MoSTEP a; CACREP SCP [O]3) designing and managing a fullyimplemented, district-wide comprehensive guidance program.
11 MoSTEP 1.4: School Counseling Competencies Approved by MSBE: August 13, 2008, page Comprehensive Guidance Program Components: System Support MoSTEP a-i; ASCA ASCA B.1.1-5, B.2-1-5, B.3.1-3, B.4.1-3, M.15, N.1-4, O.1-2, P.1-7, Q.1-8; CACREP SCP [O]1-5, SCP [I]1-5; CACREP 1e; Praxis 0420: II, III-1,3; CR: B.c.8, B.c (MoSTEP b; ASCA B.1.1-4, B.2-1-5, B.3.1-3, B.4.1-3; CACREP SCP [O]1-2, 4, 5) advocacy, leadership, collaboration and acting as a systems change agent for the success of all students through the full implementation of comprehensive guidance programs. 52. (MoSTEP c) advocacy for the full implementation of comprehensive guidance programs at the local, state, and national level. 53. (MoSTEP d; ASCA J.4, M.1-5, P.1-7, Q.1-8; CACREP CC 1e; CACREP SCP [I]1-5) evaluate, monitor, and improve comprehensive guidance programs, informed by data, using the formula Program + Personnel = Results. 54. (MoSTEP e) designing and implementing a professional development plan that includes. participation in local, state, and national, professional organizations and other professional growth opportunities. 55. (MoSTEP f, g; ASCA B.1.5) distinguishing between non-guidance and fair-share responsibilities and participating in those identified as being fairshare. 56. (MoSTEP h; ASCA O.1, 2) establishing and using annual, monthly, and weekly calendars to ensure the effective implementation of comprehensive guidance programs. 57. (MoSTEP i; ASCA N.1-4) conducting and interpreting time-and-task analyses to determine utilization of professional school counselor time. 12. Comprehensive Guidance Program 58. (MoSTEP a; ASCA G.6) technologies available for the delivery of guidance and counseling activities. Components: Technology MoSTEP a-b; ASCA A.8, G.6; CACREP: not overtly presented; MoSTEP ; Praxis 0420: not overtly present; CR: B.c (MoSTEP b; ASCA A.8) technologies available for the management and evaluation of a comprehensive guidance program.
12 MoSTEP 1.4: School Counseling Competencies Approved by MSBE: August 13, 2008, page Professional Relationships in the School, Family, and Community MoSTEP a-d; CACREP CC 1b; CACREP SCP [M]1-4, 7; Praxis 0420: II.1; CR: B.c.7, B.c.8, B.c.10, B.c Ethical Standards MoSTEP a-d; ASCA F.1, 2, 4, 6, 7, 9, 11; CACREP CC 1j; CACREP SCP [A]2); Praxis 0420: IV.1-2; CR: B.c Legal Standards MoSTEP a.,b; ASCA F.2-5, 8, 9, 10; CACREP CC 1.j; Praxis 0420: IV.1-2; CR: B.c Professional Orientation, Identity and Well-Being MoSTEP a-g; CACREP 1a, d, f-i; Praxis 0420: IV.2; CR: C.2; B.c.13, B.c (MoSTEP a; CACREP SCP [M]1, 4) using systems theories, models, and processes of consultation within school system to enhance student development, well being, and learning through family-school collaboration. 61. (MoSTEP b; CACREP SCP [M]2) consultation strategies demonstrated to improve communication and promote teamwork. 62. (MoSTEP c, d, e; CACREP CC 1b; CACREP SCP [M]3, 7) using consultation strategies to coordinate resources and the efforts of staff (teachers, administrators, and other school personnel), to promote school-home relationships through the involvement of parents and other family members, and to involve private and public community agencies in students academic, career, and personal/social development. 63. (MoSTEP a; ASCA F.1,.2,.4; CACREP CC 1j; CACREP SCP [A]2) practicing in accordance with the ethical standards of the counseling profession (e.g., ASCA Ethical Standards for School Counselors), with those of credentialing bodies, and within local school district policies and procedures. 64. (MoSTEP b; ASCA F.6) employing ethical decision-making models to recognize and resolve ethical dilemmas 65. (MoSTEP c; ASCA F.7) modeling ethical behavior in one s work. 66. (MoSTEP d; ASCA F.9, 11) adhering to the ethical standard of confidentiality in relationships with students, parents, administrators and teachers. 67. (MoSTEP a.; ASCA F.2-.5,.9; CACREP CC 1.j) school district policies; and local, state, and federal statutory requirements pertaining to the practice of school counseling, including limits of confidentiality. 68. (MoSTEP b; ASCA F.8, 10) legal resources and professional development available to inform and guide professional practice. 69. (MoSTEP a; CACREP 1a; CACREP SCP [A]1) the history and philosophy of the school counseling profession. 70. (MoSTEP b; CACREP 1f, g; CACREP SCP [A]4) professional organizations, competencies, preparation standards, credentials, and accreditation policies appropriate to professional school counselors. 71. (MoSTEP c) using personal reflection, consultation, supervision, and feedback from others to create and implement professional development plans for continued professional growth. 72. (MoSTEP d; CACREP CC 1i, h) advocacy processes needed to address institutional and social barriers that impede access, equity, and success for students and to advance the profession. 73. (MoSTEP e; CACREP 1d) self-care strategies.
13 The Professional Preparation Portfolio Successful completion of a Professional Preparation Portfolio is required of all teacher education candidates at Missouri State in order to be recommended for initial certification to teach. This portfolio is a graphic anthology of a student s progress and performance in all coursework, practicum placements and student teaching experiences. The Professional Preparation Portfolio is also a medium by which the academic programs are evaluated for accreditation by the Missouri Department of Elementary and Secondary Education and the National Council for the Accreditation of Teacher Education. Teacher education students will receive guidance throughout their program from the instructors of their courses to help answer questions and maintain quality of the portfolio. There are three checkpoints scheduled throughout the sequence of courses taken in the teacher education program. The checkpoints are individual conferences held between students and instructors to assure that everything is in order and progressing satisfactorily toward meeting the Missouri Standards for Teacher Education Program (MoSTEP) quality indicators and subject area competencies. The first checkpoint occurs in SEC 302. PED 200, or MUS 200. The second will occur during the special methods courses or designated point in the degree program. The third and final checkpoint occurs during the student teaching semester. At that time the portfolio will be reviewed to determine if there is sufficient evidence to meet MoSTEP quality indicators and subject area competencies. Portfolio Checkpoint 1: ELE 302/SEC 302/PED 200/MUS 200* These artifacts are required and must be included within the portfolio at checkpoint 1: Professional Resume Clinical Placements Log Artifacts with cover sheets as assigned minimum of lesson plan and appropriate artifact cover sheet Evaluation of uploaded materials by faculty Portfolio Checkpoint 2: Special Methods Courses or Designated Point in Program A summary of general expectations for Portfolio Checkpoint 2 follows: Artifacts and artifact cover sheets required by the specialty area that reflect knowledge, skills and professional dispositions aligned with standards Professional Resume further developed Clinical Placement form completed to reflect additional experiences and outcomes Educational Philosophy Portfolio Checkpoint 3: Supervised Student Teaching Artifacts may be required and reviewed by the specialty area faculty, University Student Teaching Supervisor and cooperating teacher. A summary of expected content follows: Additional artifacts and artifact cover sheets as required in order to meet MoSTEP quality indicators and subject area competencies Professional resume completed Clinical placement form completed to reflect culminating experiences and outcomes Complete section IV of your portfolio (Student Teaching Evaluations) For additional help log on to the Missouri State PEU Website at *Students must consult with their departmental advisors concerning special requirements for artifact cover sheets. Limited examples follow.
14 Appendix 1: Portfolio Content and Requirements Access the portfolio website for further details at Candidates (students) starting the program in fall 2001 semester will be expected to develop the portfolio in an electronic format (web-based and/or zip disk or CD). There are four sections to the portfolio as noted below. Candidates that wish to maintain a hard copy of the portfolio, along with a copy in an electronic format, may purchase tabs that correspond to the following section at the University bookstore (Spring, 2002). The number and type of artifacts will correspond to the program assessment plan. See program faculty for guidance. Candidates should record progress toward meeting professional standards on the Portfolio Guide (see downloadable forms). Portfolio Sections Section I. Introduction Section I contains the professional education candidate s: Educational Philosophy Resume' Log of Clinical Placements assigned during the program (downloadable form) Section II. Professional Practice Section II includes artifacts that represent performances aligned to the Conceptual Framework (CF) MoSTEP and specialty area standards. Download a copy of the Portfolio Guide (replaces the old Table of Contents) specific to your area of study. The Portfolio Guide should be kept in Section II of the portfolio with artifacts reflecting the required standards placed after the guide. Candidates are expected to monitor progress toward standards on the Portfolio Guide (downloadable form). Artifacts that reflect the Missouri State (CF) Learner Outcomes, the MoSTEP Standards and the specialty area standards will be placed in Section II of the portfolio. Artifacts must be accompanied by anartifact Cover Sheet that documents the nature of the project as well as performances related to standards. (See downloadable forms to access the Artifact Cover Sheet and corresponding Directions for the Artifact Cover Sheet. Section III. Showcase Section III is the student Showcase Section. This is optional for students who elect to include items that will further illustrate their experiences in the professional education program as well as showcase mastery of professional standards and the Conceptual Framework general outcomes. Section IV. Field Evaluations This section should include practicum and student teaching field evaluations. See your program faculty for guidance regarding practicum materials and evaluations. For student teaching, include the evaluation of the cooperating teacher and the University supervisor of all placements in the student teaching semester.
15 APPENDIX 2: ABOUT THIS ARTIFACT - DIRECTIONS FOR THE ARTIFACT COVER SHEET Cover sheets should be attached to artifacts within the Professional Preparation Portfolio as directed by program faculty. The purpose of the cover sheet is to ensure reflection and review regarding performances related to the Missouri State Professional Education Unit (PEU) Conceptual Framework (CF), the MoSTEP standards and your Specialty Area standards. Information provided on the cover sheet yields evidence of your progress in meeting professional education standards.. Directions for completing the sections of the cover sheet follow. Title of artifact : Typically, an artifact will have a designated title. If it does not, provide a brief description or name. Date this artifact was collected : When was the item completed, graded, or made available for inclusion in the portfolio? If necessary, give a more general time, e.g. Fall Semester Course or experience where the artifact was developed : Provide both the course code and course title. If the item was not developed for a course, describe the experience corresponding to development. Quality indicators addressed by this artifact : Identify the quality indicators/learner outcomes that are represented within the artifact. Example: CF (add learner outcome and #) MoSTEP (add # and description) Specialty Area: Science Education (add # and description) Since there is commonality between the CF, the MoSTEP, and the Specialty Area Standards, it is typically appropriate to reference all three sets of standards on the cover sheet. See your program faculty for guidance if you have questions. Reflective Narrative : This section includes a summary of candidate performances that correspond to the quality indicator and learner outcomes listed. Use the performance indicators corresponding to each quality indicator as a guide. This section requires analysis and synthesis of performances related to standards and should be written as a narrative summary rather than a list. The narrative should document that you have demonstrated performances consistent with the CF Learner Outcomes, the MoSTEP and the Specialty Area standards noted above. Examples of completed Artifact Cover Sheets follow; however, you must seek guidance from program faculty regarding requirements specific to your area of study.
16 ABOUT THIS ARTIFACT Student Name: Major/Certification Area: Title of the Artifact: Date this artifact was collected: Course or experience where artifact was developed: Quality indicators addressed by this artifact - Include MoSTEP and Specialty Area Indicator(s) as well as PEU CF Learner Outcome(s) as appropriate: Reflective narrative How this artifact reflects performances specific to MoSTEP, PEU CF Learner Outcomes and/or Specialty Area performance indicators as appropriate. What do I know and what am I able to do?
17 Appendix 3: CF General Learning Outcomes The curricula of professional education programs at Southwest Missouri State University reflect our commitment to these beliefs. Further, they reflect and are aligned with the professional standards specified by state, national and professional accreditation organizations. Our initial and advanced programs are designed to develop candidate knowledge, skills, and dispositions associated with successful professional educational practice. Missouri State professional education graduates will demonstrate competence in: 1. Foundations: knowledge of the historical development of the profession, and foundational issues and arguments underlying its practices, as well as understanding of the importance of integrated learning across disciplines. 2. Subject Matter: knowledge of subject matter discipline content and the ability to integrate content with pedagogy appropriate to the candidate s field of study. 3. Learning and Development: knowledge of human development and motivation, theories of learning, pedagogy and assessment. 4. Reflective skills: communication skills, critical and creative thinking abilities and other skills crucial to reflective decision-making. 5. Technology: knowledge and skills in the use of technology appropriate to the candidate s field of study. 6. Professional Skills: the practical abilities to implement the skills, techniques, and strategies associated with student learning and development in the educational context in which they practice. 7. Assessment Skills: the skills to conduct valid and reliable assessments of their students learning, and use that assessment to improve learning and development for their students. 8. Dispositions: the intellectual, social, ethical, and other personal attributes and beliefs previously ascribed to reflective decision-makers in a variety of professional settings, including a commitment to their own lifelong learning and professional development. 9. Diversity: the ability to skillfully facilitate and promote the learning of all students, including those from diverse cultural, racial and economic backgrounds, and those with disabilities. 10. Collaboration and Leadership: the ability and skills to foster and maintain collaborative, empowering relationships with other professionals within schools and the community.
Portfolio Guide Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Quality Indicators Performance Indicators Artifact and Course 22.214.171.124 Human Growth and Development:
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
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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
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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,
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