College of Education Professional Education Unit

Transcription

1 1 College of Education Professional Education Unit COUNSELING PROGRAM SUBMISSION EDUCATIONAL SPECIALIST DEGREE (ED.S.) IN SCHOOL COUNSELING Governing Kentucky Regulation: Kentucky Education Professional Standards Board (2005) STANDARDS FOR GUIDANCE COUNSELING PROGRAMS 16 KAR 5:010. Standards for accreditation of educator preparation units and approval of programs. June 2010 [February 28, 2011][ May 15, 2011][ June 16, 2011][June 21, 2011] June 23

2 2 Table of Contents Table of Tables 3 The Specialist in Education (Ed.S.) Degree 4 The Ed.S. in School 4 Document 1. Conceptual Framework 4 A. Unit Overview 4 B. Program Links to Conceptual Framework 5 Document 2. Continuous Assessment 6 A. Links to the Conceptual Framework 6 B. Integration of Standards in Continuous Assessment 7 C. Candidate Assessment: Checkpoints and Multiple Assessments 7 D. Continuous Assessment of System: Multiple Assessments, Checkpoints and Feedback Loops E. Code of Ethics and Professional Dispositions 16 F. Faculty Evaluations 18 G. Plan for Collecting P-12 Student Impact Data 19 H. Use of Technology for Program Assessment 19 I. Assurance that Assessments are Accurate, Fair, and Consistent Document 3. Program Experiences 20 (See Table of Tables on page 3)

3 3 Table of Tables Table 1. Table 2. Checkpoints and Multiple Assessments for Master s of Arts in and P-12 Provisional Certification 8 Checkpoints and Multiple Assessments for Ed.S.in School 11 Table 3. Disposition Assessment for Counselor Education (DACE) 17 Table 4. Descriptive Table of Required Courses for Master s of Arts in and P-12 Provisional School Counselor Certification 21 Table 5. Courses Required for Education Specialist in School 23 Table 6 Table 7. Table 8. Descriptive Table of Courses Beyond M.A. in for Ed.S. in School 24 Kentucky Professional Standards Board Standards (Derived from CACREP Standards) for Guidance Programs by M.A. in Program Courses 26 Kentucky Professional Standards Board Standards For Guidance Programs (Derived from CACREP Standards) by Ed.S. in School Program Courses 37 Table 9. Table 10. Assessment Checkpoints by Conceptual Framework and Standards M.A. in and Ed.S. in School. 48 Program Education Professional Standards Board (EPSB) Themes 50 Table 11. KERA Standards and Courses in the M.A. in Program 53 Table 12. KERA Standards and Courses in the Ed.S.in School Program 54 Table 13. Matrix of KERA Standards and Courses in the M.A. Program 55 Table 14. Matrix of KERA Standards and Courses in the Ed.S. Program 56 Table 15. Table 16. Kentucky Teacher Standards and Courses in M.A. and Ed.S. in Programs 57 Integration of Program of Studies, Core Content for Assessment, MUNIS, SISI, KTIP, SBDM and Special Education Laws, Professional Code of Ethics for Kentucky Certified Personnel, School Safety 59 Table 17. Program Faculty (N=6) 60 Table 18. Curriculum Contract Sheet M.A. in 64 Table 19. Curriculum Contract Sheet Ed.S. in 66 Appendix A links to Syllabi 69

4 4 The Specialist in Education (Ed.S.) Degree The Specialist in Education Degree Program offers students who have demonstrated superior scholastic ability and special interest and aptitude in certain areas the opportunity to gain a high level of competency in a chosen specialized field for service as instructors, supervisors, or administrators. In some cases, the program may serve to advance the candidate toward the doctorate. It should also be noted that the Ed.S. Program may qualify school personnel for Kentucky s highest salary for teachers if it includes the requirement for a Rank I in the respective fields. Programs of study for the Specialist in Education Degree are offered at Morehead State University in Adult and Higher Education, Guidance and, and Instructional Leadership. The Ed.S. in School has the following requirements: Admission Requirements A Master s of Arts degree in School and provisional certification as a school counselor. 2. One year of successful work experience. 3. Evidence of superior scholastic performance as indicated by a cumulative graduate GPA of 3.5 or higher. 4. A GRE composite score of 800 on the verbal and quantitative sections with a minimum verbal score of 350 or a 33 raw score ( Scaled Score) on the Miller Analogies Test is required. 5. Completion of a total of 66* semester hours including the following: (1) 42 hours of Core Courses; (2) Six hours in Nature and Psychology of the Individual; (3) Six hours in Testing; (4) Six hours in Research; and (5) Six hours completing an Applied Project based on the candidate s original research in the field of school counseling. *Note: The 66 hours included the 36 required hours for the Master s of Arts in School. Format for Ed.S. Applied Project is available at 17 Document 1. Conceptual Framework A. Unit Overview Community Engagement: A Light to and from the Mountains The Professional Education Unit at Morehead State University strives to promote the flow of Light to and from the Mountains by engaging with communities of learners at all levels and in a variety of contexts including P-12 students, pre-service candidates and in-service educators, university faculty and staff, and community members. We deliver high quality educator preparation programs that are informed by relevant national and international

5 5 scholarship. Appalachian research, literature, and experience is integrated throughout curricula to ensure that candidates are equipped with the knowledge and skills needed to improve the schools, quality of life, and communities in eastern Kentucky and beyond. Four critical concepts have been identified to provide an intellectual framework and coherence to support candidates, colleagues, public school practitioners, and stakeholders in their understanding of the Unit s commitment to engage multiple communities and to prepare educators who are equipped to bring a Light to and from the Mountains. These concepts are: Informed Decision-Making; Diversity and Holistic Education; Collaboration and Coalition Building; and Empowerment. The knowledge and skill set needed to empower educators to apply these concepts is developed as they move through their academic program. Five performance areas have been identified to guide the focus and context used in Unit decision-making and course and program outcome development and assessment. The Unit and the faculty within individual programs assess the degree to which its graduates: 1. master the content knowledge, professional and the twenty first century skills needed to make an optimal contribution to whole student learning in educational setting; 2. are competent in the collection and use of data to inform decision- making and to demonstrate accountability for student learning; 3. demonstrate professional dispositions; 4. are culturally competent and understand the regions from which they have come utilizing knowledge and experiences to effectively bridge the gaps (economic, achievement, and geographic) ensuring optimal learning for all students; 5. engage in authentic field experiences in collaboration with committed school based partners and are empowered to improve the quality of education throughout this region and beyond. The entire Morehead State Conceptual Framework Document is available on line at: B. Program Links to the Conceptual Framework The Master of Arts in and coursework in Rank I in the counseling program, leading to P-12 provisional school counseling certification and P-12 standard school counseling certification respectively, are linked to the conceptual framework and its theme Community Engagement: A Light to and from the Mountains in a number of ways. The counselor education program includes the five performance areas in the Conceptual Framework. 1. Morehead s counselor education program prepares counselors to serve as student advocates in the school setting to ensure development of the whole student in (1) academic, (2) career, and (3) personal/social development. These three foundational elements of the American School Counselor Association (ASCA) model for school

6 6 counseling programs shape the coursework and fieldwork in the counselor education program at Morehead State University. 2. The counselor education program at Morehead State University prepares counselors who are competent in the collection and use of data to inform decision-making and to demonstrate accountability for student learning. Courses in measurement principles and techniques, research methods in education, and practicum in counseling provide a knowledge base and opportunities to apply data-informed decision-making. 3. The professional dispositions of candidates in counseling program are measured upon entry (in EDGC 656 Introduction to ) and exit (in EDGC 669 Practicum in ). A valid, reliable, instrument, the Disposition Assessment in Counselor Education (DACE) was developed by faculty in the program and is used to measure change in professional dispositions. 4. The majority of candidates in the counseling program are currently teaching in the public schools of Morehead State University s service region. Through EDF 610 Advanced Human Growth and Development, a life-span development course, EDGC 620 Psycho- Social and Multicultural Factors in, EDGC 665 Philosophy and Practice of School, and EDGC 661 Measurement Principles and Techniques. The teachers preparing to become school counselors deepen their knowledge and experience to effectively recognize and bridge the gaps (economic, achievement, and geographic). 5. The supervised Practicum in the Master s degree program provides opportunities for students to work in public schools and agencies in Morehead s geographical area. This fieldwork provides an excellent grounding for graduates of the counselor education program both as school counselors and counselors in mental health agencies. Additionally, Morehead State University s Program collaborates with the Eastern Kentucky Association to present an annual Mid-Winter Meeting. Faculty members also offer professional development at the annual meetings of the Eastern Kentucky Association (EKCA), Kentucky School Counselors Association (KSCA) and Kentucky Association (KCA). Document 2. Continuous Assessment A. Links to the Conceptual Framework The Conceptual Framework states that the Professional Education Unit at Morehead State University s mission is to prepare educational professionals in Eastern Kentucky to work with the multiple perspectives of other professionals and students in our region and beyond. Candidates in the counselor education program must demonstrate the knowledge, skills, and dispositions that have been set forth by state and national professional organizations. To ensure quality counselor preparation, a Continuous Assessment System (CAS) has been developed by the counseling faculty and implemented to ensure the professional standards and goals of the

7 7 Professional Education Unit (PEU) are met and that these are consistent with the mission of the University. B. Integration of Standards in Continuous Assessment The Preamble for the Kentucky Standards for Guidance Counselor Programs (Kentucky Education Professional Standards Board, 2005). which are incorporated by reference in 16 KAR 5:010, states: Professional guidance counselors represent a significant and important component of the educational leadership team within the P-12 schools of the Commonwealth. The standards for training and preparation for guidance counselors evolved from a synthesis of the American School Counselor Association (ASCA) National Model and the Council for Accreditation of and Related Educational Programs (CACREP) national counselor preparation standards. The standards acknowledge the importance of a common core of knowledge, skills, and abilities as well as the specific skills and knowledge unique to the practice of professional school counseling. The standards for counselor training and preparation represent the foundation for the profession of guidance counseling in the Commonwealth of Kentucky (p.1). The Kentucky Standards for Guidance Counselor Programs (EPSB, 2005), which are incorporated by reference in 16 KAR 5:010, are delineated and linked to program courses, activities, and assessments in Tables 7 and 8 on pages 20 and 24. By aligning program course objectives, activities with KYEPSB (2005) standards and measuring the mastery of these objectives within the courses, we assure that our graduates have the knowledge and skills needed for: (1) obtaining provisional P-12 school counseling certification, (2) obtaining standard P-12 school counseling certification, and (2) functioning as high-level professionals in the public school setting. Alignment with Kentucky Teacher Standards, Kentucky Education Reform Act Goals, Education Professional Board Themes, and National Accreditation of Colleges of Teacher Education (NCATE) Standards are presented in Tables 4 through 17 on pages in this document. C. Candidate Assessment: Checkpoints and Multiple Assessments Because the Educational Specialist (Ed.S.) Degree in with the School Option required the M.A. in with P-12 Provisional Certification, the candidate assessment begins with the criteria outlined in Table 1 below. Table 1 presents the checkpoints and key assessments that are used to monitor candidates in the Masters of Arts in program.

8 8 Table 1. Checkpoints and Multiple Assessments for Master s of Arts in and P-12 Provisional Certification Checkpoint Assessment Data Outcomes Decision Maker(s) PROGRAM ADMISSION Transition Pt. 1 General Admission to Graduate Study Baccalaureate degree from an accredited institution of higher education. Minimum overall GPA of 2.5 Additional Requirements for admission to M.A. in Program: Upon meeting all of the General Admission to Graduate Study requirements and the Additional Requirements for admission to M.A. in Program, the candidate is admitted University Director of Graduate Programs ADHERENCE TO ETHICAL STANDARDS Transition Pt. 2 A GRE score of 800 (verbal and quantitative) with a minimum verbal score of 350 or a raw score of 33 ( Scaled Score on the Miller Analogies Test (MAT) is required. TOEFL; 525 (197 computer based) or 74 English Language Instruction Test of the University of Michigan for international candidates. Candidates are expected to adhere to the ethical standards and guidelines of the American Association, American School Association, and Professional Code of Ethics for Kentucky School Certified Personnel. Ethical standards are taught in the M.A. in and in Ed.S. in School Courses: EDGC 662, EDGC 683, EDGC 674, EDGC 680, and EDGC 679. Knowledge and understanding is measured in these courses. Data used as measures of candidate s knowledge & skills Aggregate data are used for program evaluation to determine optimal admission criteria. Ethical behavior is monitored by Faculty and Field Supervisor of Practicum. Breach of ethical practices will result in dismissal from the program. Data are used to monitor the candidate s knowledge and skills and his or her ability to maintain ethical behavior. Chair of Foundational and Graduate Studies in Education Chair of the Foundational and Graduate Studies in Education with Program faculty. MEASURING DISPOSITIONS FOR PROFESSIONAL PRACTICE Transition Pts. 1,2,3 Assessment of candidates adherence to ethical standards are continuously monitored by the candidate s written work in online and face-to-face classes in the candidate s interactions with faculty and other students both through s, online classes, and face-to-face interactions. The faculty of the Program, has developed the Dispositional Assessment for Counselor Education (DACE). Candidates take the DACE upon admission to the program and again during Practicum. The instrument has internal consistency reliability and content validity. The DACE is used at entry in EDGC 656 and exit in EDGC 669 and 679. Additionally, counseling faculty monitor candidate s dispositions through coursework and interactions in and beyond the classroom (Table 1 continued) Ethical conduct of each candidate is monitored by counseling faculty and the candidate s advisor. The DACE is still in developmental stages and is being used to measure individuals and the group as a whole. Dispositional issues are identified and noted by individual faculty members and advisors. These are discussed within counseling faculty meetings and are continuously monitored. Program Leader and Program Faculty.

9 9 Table 1. Checkpoints and Multiple Assessments for Master s of Arts in and P-12 Provisional Certification (Table Continued) Checkpoint Assessment Data Outcomes MAINTAIN GRADE To obtain a M.A in, the candidate must REQUIREMENTS complete the required 36 hours of specified Transition Pt. 2 coursework with a GPA of 3.0. or higher with no more than two Cs. ADMISSION TO PROFESSIONAL PRACTICUM Transition Pt. 2 SUCCESSFUL COMPLETION OF PRACTICUM Transition Pt. 2 The 36 semester hours in the M.A. in Program are aligned with EPSB s requirements certification for provisional P-12 school counseling in Kentucky. There are no electives in the program. Coursework includes Practicum. The candidate must apply for Advanced Practicum after coursework has been completed Assessed each semester via Datatel monitoring. GPA of 3.0 or above and no more than 2Cs in program. After the candidate has successfully completed all of the core courses in the counseling program, he or she will submit an Application for Practicum the semester before he or she wishes to be enrolled in Practicum. The candidate will obtain his or her placement for Practicum with a Kentucky certified school counselor. The time in Practicum must be split between elementary and middle/high school. The Practicum candidate is monitored and evaluated by both the school-based counselor supervisor and the university Practicum supervisor. Formative feedback is continuously provided for the candidate. The successful completion of Practicum will be determined by the Practicum supervisor in consultation with the school-based Practicum counselor supervisor. (Table 1 continued) Candidate with GPA falling below 3.0 will be placed on one semester s probation. Candidates failing to obtain a GPA of at least 3.0 by the end of probation will be dropped from the program. Notification of probation will be sent by advisor. Candidates who receive grade of C in two graduate courses will be notified with a warning from his or her advisor. The Applications for Practicum are reviewed first by the candidate s advisor to assure that all core counseling courses have been successfully completed. The Applications are then reviewed by the Supervisor of Practicum. After the candidates are recommended by the advisor and Supervisor of Practicum, the candidate is enrolled by the Department s Administrative Assistant. Candidate will complete Practicum with the grade of C or above. It is expected that the majority of candidates will complete Practicum with the grade of B or above. Program evaluation includes monitoring of Practicum grades (WEAVE) Decision Maker(s) Chair of Foundational and Graduate Studies. Chair notifies candidate s advisor who notifies candidate in writing. Chair of Foundational and Graduate Studies. The candidate s advisor and the Supervisor of Practicum. Faculty member teaching EDGC 669: Practicum in.

10 10 Table 1. Checkpoints and Multiple Assessments for Master s of Arts in and P-12 Provisional Certification (Table Continued) Checkpoint Assessment Data Outcomes SUCCESSFUL Upon successful completion of all coursework, the COMPLETION OF EIT candidate will complete a Request to Take Exit EAM Exam and submit it to his/her adviser. Transition Pt. 3 After permission has been obtained, the candidate will take the paper-and-pencil Master s of Arts in Exit Exam. This Exam includes 100 multiple-choice questions from each of the 10 courses in the program. (Two hours are allowed for the monitored face-to-face paper-and-pencil administration of the test.) COMPLETION OF PROGRAM PAPERWORK IN GRADUATE OFFICE Transition Pt. 3 EITING CANDIDATE AND ALUMNI SURVEYS Transition Pt. 3 (End of Table 1). Measure of candidate s professional knowledge. Program Evaluation Measure: (WEAVE). Aggregate data are presented by course measured (10 of the 12 courses are measured with 10 items each). After successfully completing and passing the Exit Exam, the candidate must complete Completion or Program paperwork in Graduate Office before the deadline specified by the Graduate Office. Candidate feedback on the program is collected as candidates complete Exit Exam. Alumni survey data are collected every five years. The candidate s adviser reviews his or her program checksheet, signs permission for the Exit Exam, and gives it to the Program Leader. The Program Leader administers and scores the Exit Exams. The Department Administrative Assistant notifies the candidate and the Graduate Office of the results of the Exit Exam. If the candidate does not pass the Exit Exam, the Program Leader consults with the candidate and the candidate re-takes the written Exit Exam. If the candidate fails to pass the exam the second time, the candidate may take an oral exam. If the candidate fails to pass the Oral Exit Exam, a Remediation Plan is developed with the candidate and the counseling faculty. After re-taking the suggested courses, the candidate can reapply to take the Exit Exam. Completed in the Graduate Office. before to the deadline for the semester. Candidates cannot complete program without completing document. Candidates are given a survey and postage-paid, return envelope for MSU after Exit Exam. Mailed and electronic means are used to collect Alumni data. Program data are reviewed with Faculty. Timeliness of data varies by candidate some candidates take up to 10 years to complete M.A. Decision Maker(s) Faculty. Program Leader. Program Leader. Oral Exam with Faculty and Department Chair Candidate, Faculty, and Department Chair. University Director of Graduate Programs. Program Leader; Chair of Foundational and Graduate Studies in Education

11 11 Table 2. Checkpoints and Multiple Assessments for Ed.S. in School Checkpoint Assessment Data Outcome Decision Maker(s) ADMISSION TO ED.S. IN SCHOOL COUNSELING Transition Pt. 1 The applicant needs to meet all of the following requirements for admission: 1. A Master s of Arts in 2. Provisional certification as a school counselor. 2. One year of successful work experience. 3. Evidence of superior scholastic performance as indicated by a cumulative graduate GPA of 3.5 or higher. 4. A minimum combined score on the verbal and quantitative sections of the GRE of 800 with a minimum verbal score of 350 or a 33 raw score ( Scaled Score) on the Miller Analogies Test is required. Candidate meets all requirements and is admitted to the program. Data used as measures of candidate s knowledge & skills Aggregate data are used for program evaluation to determine optimal admission criteria. University Director of Graduate Programs Chair of Foundational and Graduate Studies in Education ADHERENCE TO ETHICAL STANDARDS Transition Pt. 2 Candidates are expected to adhere to the ethical standards and guidelines of the American Association, American School Association, and Professional Code of Ethics for Kentucky School Certified Personnel. In addition to course in the M.A. in ethical standards are also taught in the Ed.S. in School Courses: EDGC 662, EDGC 683, EDGC 674, EDGC 680, and EDGC 679. Knowledge and understanding is measured in these courses. Ethical behavior is monitored by Faculty and Field Supervisor of Practicum. Breach of ethical practices will result in dismissal from the program. Data are used to monitor the candidate s knowledge and skills and his or her ability to maintain ethical behavior. Ethical conduct of each candidate is monitored by counseling faculty and the candidate s advisor. Chair of the Foundational and Graduate Studies in Education with Program faculty. MEASURING DISPOSITIONS FOR PROFESSIONAL PRACTICE Transition Pts. 1,2,3 (Table 2 continued) Assessment of candidates adherence to ethical standards are continuously monitored by the candidate s written work in online and face-to-face classes in the candidate s interactions with faculty and other students both through s, online classes, and face-to-face interactions. The faculty of the Program, has developed the Dispositional Assessment for Counselor Education (DACE). Candidates take the DACE is used at entry in EDGC 656 and exit in EDGC 669 and 679. Additionally, counseling faculty monitor candidate s dispositions through coursework and interactions in and beyond the classroom Dispositional issues are identified and noted by individual faculty members and advisors. These are discussed within counseling faculty meetings and are continuously monitored.. Program Leader and Program Faculty.

12 12 Table 2. Checkpoints and Multiple Assessments for Ed.S. in School (Continued) Checkpoint Assessment Data Outcome Decision Maker(s) SUCCESSFUL COMPLETION OF COURSEWORK Transition Pt. 2 Completes 66 semester hours of specific courses in the following areas: Core (42 hours); Nature and Psychology of the Individual (6 hours); Testing (6 hours); Research (6 hours); Applied Project (6 hours) Note: The 66 hours include the 36 hours in the M.A. in. All candidates must maintain a 3.0 graduate GPA. Students falling below a 3.0 will be placed on a one-semester period of probation. Students failing to achieve a graduate GPA of at least 3.0 at the end of the probation semester will be dropped from their respective program. faculty member teaching the course. Chair notifies candidate s advisor who notifies candidate in writing. Coursework includes EDGC 679 Advanced Practicum. The candidate must apply for Advanced Practicum after coursework has been completed Candidates who receive grade of C in two graduate courses will be notified with a warning from his or her advisor. Chair of Foundational and Graduate Studies. ADMISSION TO ADVANCED PRACTICUM Transition Pt. 2 SUCCESSFUL COMPLETION OF ADVANCED PRACTICUM Transition Pt. 2 Assessed each semester via Datatel monitoring. GPA of 3.0 or above and no more than 2Cs in program. After the candidate has successfully completed all of the core courses in the counseling program, he or she will submit an Application for Advanced Practicum the semester before he or she wishes to be enrolled in Practicum. The application includes a list of all course grades and dates of completion. The candidate will obtain his or her placements (in both elementary and middle/high school) for Practicum with Kentucky certified school counselors.. The Advanced Practicum candidate is monitored and evaluated by both the school-based counselor supervisor and the university Advanced Practicum supervisor. Formative feedback is continuously provided for the candidate. Program Evaluation: Each course and instructor is evaluated each semester by candidates using a standard Dept. form. The Applications for Practicum are reviewed first by the candidate s advisor to assure that all core counseling courses have been successfully completed. The Applications are then reviewed by the Supervisor of Practicum. After the candidates are recommended by the advisor and Supervisor of Practicum, the candidate is enrolled by the Department s Administrative Assistant. Candidate will complete Advanced Practicum with the grade of C or above. It is expected that the majority of candidates will complete Practicum with the grade of B or above. The candidate s advisor and the Supervisor of Practicum. Faculty member teaching EDGC 679: Advanced Practicum in The successful completion of Advanced Practicum is determined by the Advanced Practicum supervisor in consultation with the school-based Practicum counselor supervisor. (Table 2 continued)

13 13 Table 2. Checkpoints and Multiple Assessments for Ed.S. in School (Continued) Checkpoint Assessment Data Outcome Decision Maker(s) SUCCESSFUL COMPLETION OF APPLIED PROJECT Transition Pt. 3 Candidate works with committee of a minimum of three full-graduate faculty members (two from counseling and at least one from another program in the FGSE Dept.) to design and carry-out an original research-based Applied Project in the area of school counseling. The Committee Chair and Committee monitors the candidate s progress and guide professional and ethical research practices. Committee members approve completed Applied Project. Final copy is sent to Graduate Office for approval. APPROVAL OF APPLIED PROJECT Transition Pt. 3 Documentation of completion of required coursework and Applied Project. All Applied Project Committee member sign completed Applied Project. All materials submitted to the University Graduate Office for review. Candidate s Applied Project Committee Director of University Graduate Office. EITING CANDIDATE AND ALUMNI SURVEYS Transition Pt. 3 Candidate feedback on the program is collected as candidates complete Exit Exam. Alumni survey data are collected every five years. Candidates are given a survey and postage-paid, return envelope for MSU after Exit Exam. Mailed and electronic means are used to collect Alumni data. Program Leader; Chair of Foundational and Graduate Studies in Education (End of Table 2)

14 14 D. Continuous Assessment System: Multiple Assessments, Checkpoints and Feedback Loops Candidates scores on the M.A. in Exit Exams results are analyzed using item analysis by course and by item. Exit Exam results are reviewed after each semester s administration by the Program Leader and the counseling faculty. The program has had a high faculty turnover in the past five years. The Program Leader is currently working with the faculty to assure the alignment of the content of the Exit Exam (content validity) with the content of the Syllabus for each course. The pass rate for the Exit Exam for was 100%; was 100%; was 100%; for was 95%; for was 100%. Although these pass rates indicate success, the cut-off score for passing is 60 out of 100 questions. The Exit Exam was administered by the Testing Office using Blackboard for the years 2005 through In 2008, for financial reasons, the responsibility for administering the Exit Exam was returned to the Program. The updating of the items and the change to a paper-and-pencil exam may explain the drop in pass-rate for After a review of the content of the Exit Exam by the counseling faculty in 2009, the Exit Exam was revised. The pass-rate in was 100%. Item Analysis for Exit Exam A typical item analysis of the M.A. in Exit Exam was performed after the fall 2008 and spring 2009 administration of the Exam in Prestonsburg and Morehead. The item analysis was completed by the program leader and counseling faculty. Scantron sheets were used for all candidate responses to the 100 multiple-choice (4-options) items. First the Scantron sheets were electronically scored, then an electronic Item Analysis sheet provided by MSU testing center-- was used to indicate the number of students who had correctly or incorrectly responded to each item. A color-code was used to mark a copy of the Exit Exam. Items were coded: (1) red=items that all candidates in Prestonsburg had missed; (2) blue=all items that all candidates in Morehead had missed, (3) asterisks indicated items that all students had missed, (4) green=items that all students had marked with the correct answer, (5) purple =miskeyed items. The seven items that had been missed by all students were reviewed. One of the items had been miskeyed and adjustments were made to candidates scores. It was noted that many items in the EDGC 661 Measurement Principles and Techniques and EDGC 600 Research in Education sections of the test had been missed. Some content of these items had been taught by faculty who had since retired the items were not aligned with the emphasis used by current faculty teaching the courses. For a few items, the counseling faculty suggested that the vocabulary in the item differed with the vocabulary used in teaching the material. These were reviewed by faculty teaching the courses, and revised---assuring that the content was still aligned with the Study Guide 2009 Revision. Other items were reviewed for item difficulty. Some items were expected to be more difficult as they require application rather than recognition or recall. (This is particularly true in EDGC 661 and EDGC 600.) Speededness was also reviewed all candidates had time to complete the test in the two hours provided. The Program Assessment Data for academic years , , , and through were used to answer the following questions (1) What did the data tell us? and 2) How have these data informed the gradual improvement of this program? 1) What did the data tell us? M.A. in Exit Exam: The data told us that a total of 105 candidates took and passed the M.A. in Exit Exam for a 100% pass-rate across the four academic years. This 100-item, multiplechoice, Exit Exam is a criterion-based, mastery exam that is periodically revised by the counseling faculty to assure content validity and reliability. It was revised after the 2006-

15 academic year as the unusually high scores that year (compared across many years of data) indicated that the test security might have been breeched. All 100 questions were reviewed and revised for the administration. Although all students successfully completed the test to mastery, a raw score of 60/100, the overall scores were lower. An item-analysis was performed on the test data and the test was again revised for The scores for this administration were similar to those in all candidates obtained mastery. The test results were analyzed and a few items were changed to align better with curriculum in two areas of the test. In all students passed the Exit Exam with scores above mastery. Rank I. The Rank I Exit Exam is an oral exam with the candidate and at least two regular counseling faculty members. The purpose of the Rank I Exit Exam is to discuss the candidate s career path in counseling, to assess the candidates disposition for school counseling, and to gather informal evaluation of the program. Often, candidates complete Rank I over time and are able to review changes to counseling and changes in the counseling program. All candidates successfully completed the Rank I Exit Exam in the years 2003 through Ed.S. in School : After successfully completing all 60 semester hours of required coursework with a grade of B or better, the candidate works with a selected committee to create an original Applied Project. The Applied Project will contain a research study in the field of counseling that the candidate has presented to the Applied Project Committee. Once the Project is approved, the candidate may work with his or her Applied Project Committee Chair to conduct the study. IRB approval must be obtained before beginning data collection. The final Project must be formatted to conform to MSU s Graduate standards and must be approved by the committee. EDGC 669 Practicum and EDGC 679 Advanced Practicum Grades In the years , the average grade for Practicum (M.A. in ) and Advanced Practicum (Rank I in and Ed.S. in School ) was an A. These two courses, EDGC 669, Practicum in the M.A. in program (provisional school counselor certification) and EDGC 679, Advanced Practicum required for candidates seeking standard school counseling certification include multiple assessments of the candidates counseling knowledge and skills. All candidates from successfully completed these two courses. 2) How have these data informed the gradual improvement of this program? The data from the administrations of the Exit Exam---with unusually high scores---reminded the counseling faculty members and program leader in counseling of the importance of keeping the M.A. in Exit Exam secure. The Exit Exam is continuously revised through item analysis followed by test-question reviews by counseling faculty members. The goal is to keep the Exit Exam as a criterion-referenced, mastery exam with item difficulty at a reasonable (reasonably difficult) level.

16 16 Because the 100 multiple-choice questions are aligned with the course curriculum, the Exit Exam is maintained as a rigorous test of mastery of the program. (Note: The National Exam required for Kentucky licensure as a professional clinical counselor (LPCC) consists of 200 multiple-choice items, thus, the use of the 100-item, multiple-choice test at the masters level may be considered as a pre-cursor for those who choose to continue in the field of counseling as licensed clinical counselors.) Another function of the M.A. in Exit Exam is to assure that the content of courses in the program is standard across professors/instructors. The later is assured with a study guide that contains examined elements of each of the course in the program/ The data from EDGC 669, Practicum M.A. in, and EDGC 679, Advanced Practicum Rank I in, indicated that candidates completing the requirements for provisional and standard certification in school counseling were very well prepared. The Practicum experiences are carefully monitored and rigorously evaluated by counseling faculty teaching the Practicum courses. E. Code of Ethics and Professional Dispositions 1. Code of Ethics Candidates in the Master s of Arts in program are expected to adhere to the ethical standards and guidelines of the American Association (ACA) and the American School Association (ASCA). These ethical standards and guidelines are part of the course content of EDGC 656 Introduction to ; EDGC 665 Philosophy and Practice of School ; EDGC 668 Legal and Ethical Issues in ; and EDGC 661 Measurement Principles and Techniques of and are reviewed and reinforced in the other core courses and Practicum. 2. Professional Dispositions The faculty of the Program, in collaboration with Professor Dean Owen, former Program Leader (Retired), has developed the Dispositional Assessment for Counselor Education (DACE) (Table 2. below). Candidates take the DACE upon admission to the program and again during Practicum. The instrument has internal consistency reliability and content validity. Individual candidates are also monitored by counseling faculty for ethical conduct aligned with the American Association (ACA) Code of Ethics, American School Association (ASCA) Code of Ethics and the Professional Code of Ethics for Kentucky School Certified Personnel These are ethical codes are introduced in EDGC 656 Introduction to, and are included as specific course content in: EDGC 668 Ethical and Legal Issues in, EDGC 661 Measurement Principles and Techniques, EDGC 665 Philosophy and Practice of School, EDGC 662 Individual Assessment Techniques; EDIL 619 Technical and Best Practices in Schools, and EDGC 669 Practicum and EDGC 679 Advanced Practicum. Concerns about individual students are discussed in counseling faculty meetings.

17 17 Table 3. Disposition Assessment for Counselor Education (DACE) DISPOSITION ASSESSMENT FOR COUNSELOR EDUCATION (DACE) Gender: Male Female Major?: Yes No Directions: This instrument provides you with a means for assessing attitudes and beliefs about yourself and the field of counseling in which you are currently studying. You are encouraged to respond openly, honestly, and spontaneously. In this way, your score can be far more meaningful. Please understand that this instrument is NOT an achievement test and there are no correct or incorrect answers...merely your responses. Please read each of the items below and indicate the extent to which you agree or disagree with each. SD Strongly Disagree U Uncertain A Agree D Agree SA Strongly Agree # Statement SD D U A SA The natural tendency of most individuals is to grow and become more 1 competent over time. 2 Compared to others I am very a very tolerant person. 3 I am regarded by my friends and colleagues as a good listener. 4 Individuals who seek counseling have an inherent weakness. I can read and understand most research journal articles in the field of 5 Education. 6 Most behavior is motivated by an basic desire to take care of oneself. I believe that I am a flexible person who can adjust to different 7 situations quickly and easily When someone talks to me about a problem I often feel the need to 8 share my problems as well. I believe that counseling can dramatically improve decision-making 9 skills. Interpreting achievement test scores to a student makes me feel a bit 10 uncomfortable. Most human behavior occurs without thinking and is therefore not 11 easily changed. 12 It s easy for me to communicate my thoughts and feelings. My natural tendency is to form quick and lasting opinions of others 13 after a short time. I believe that insight into one s past and current behavior makes 14 change easier and more likely. I have a good working knowledge of most counseling theories and 15 styles of therapeutic intervention. Most people are fundamentally hostile and aggressive toward others 16 and in need of socialization. I enjoy and feel comfortable around others who are culturally different 17 from me. (DACE continued on the next page)

18 18 DISPOSITION ASSESSMENT FOR COUNSELOR EDUCATION (DACE) (Continued) # Statement SD D U A SA 18 It seems easy for me to get others to open up to me and share their thoughts, concerns, and ideas. 19 Going to counseling requires that one give up a great deal of personal power to someone else. 20 I would feel comfortable administering, scoring and interpreting an anxiety or depression scale with a student. 21 Most people possess the ability to solve their own problems. 22 I believe I have a clear and objective understanding of my strengths and weaknesses. 23 It s easy for me to pay attention to both content and process during conversations. 24 The real power of a therapist is the ability to manipulate and motivate a client. 25 I am confident that I could organize and run an effective program of counseling in a school or community agency. 26 The majority of people seem to possess great psychological strength. 27 I often find myself giving advice to my friends and family. 28 I am confident that I could effectively counseling clients from a variety of different cultures and backgrounds. 29 The purpose of counseling should be the examination of one s past. 30 I feel reasonably confident in designing and implementing an effective treatment plan with a client. Total Score F. Faculty Evaluation Evaluation of faculty across the University occurs annually. All faculty members are required to input workload and performance information into the Faculty 180 database system annually. The three areas of evaluation are Teaching Effectiveness, Professional Achievement, and Service. Morehead State University Tenure Policy (Pac-27) and Promotion Policy (Pac-2) along with the College of Education s Faculty Evaluation Plan establish the criteria to be used for faculty evaluation. Candidates evaluate faculty teaching and course delivery. Faculty peers, the department chair, the dean and provost evaluate faculty performance in all areas of evaluation and provide written feedback to each faculty member addressing their performance strengths and areas of concern. The College of Education Faculty Evaluation Plan is located at Personnel policies are located at the following web site,

19 19 G. Plan for Collecting P-12 Student Impact Data Most of the students enrolled in the Master s of Arts in program are currently teaching in Kentucky public schools. Many are pursuing a master s in counseling and plan to work as school counselors. Others plan to stay in the classroom and are required to complete a master s degree within 10 years to retain their teaching certification. The master s in counseling program has a required 36 hours of coursework with no electives. These courses, delineated elsewhere in this program review, include EDF 610 Advanced Human Growth and Development (life-span); EDGC 661 Measurement Principles and Techniques; EDF 600 Research in Education; EDGC 668 Legal and Ethical Issues in ; EDGC 665 Philosophy and Practice of School ; and EDGC 620 Psycho-Social and Multicultural Factors in. All of this content enhances the skills that educational research has found to be correlated with P-12 student learning. Researchers in counseling have long understood the problem of isolating the causal impact of counseling on student test scores (the standard measure of student learning.) (Parenthetically it should be noted that measuring the impact of a single classroom teacher on student test scores has proven to be more difficult than researchers such as Sanders would have us believe). A review of the EPSB Standards for Programs details the knowledge and skills that candidates learn in this masters program. The best research design for counselors to explore cause and effect is the single case study. Workshops are offered by the Institute of Educational Science (IES) in Washington, DC free of charge with transportation and lodging offered to participants to learn this powerful design. Further causal studies are summarized in the What Works educational website. Through the research and measurement classes, candidates are encouraged to become familiar with and to employ this research method. H. Use of Technology for Program Assessment Data for the Disposition Assessment in Counselor Education (DACE) have been collected for the past two years in the introductory and practicum (final) courses through Blackboard. Survey Money is used to collect follow-up data from students as they exit the program. Departmental faculty evaluations are also collected on Blackboard. Additionally, Survey Monkey with the encryption option has been used to collect follow-up data from exiting students and Alumni. Beginning with the academic year Morehead State University implemented the WEAVE system. WEAVE is a web-based assessment system that helps manage accreditation, assessment and quality improvement processes. Prior to WEAVE the Datatel Webadvisor, AIMS system and unit assessment processes were used to provide candidate advising and program assessment information. WEAVE data include results of the Exit Exams and the DACE. When fully implemented ( academic year was the first year of WEAVE) these results will provide longitudinal data reflecting trends of candidate success on the Exit Exams and Disposition Assessment in Counselor Education (DACE).

20 20 I. Assurance that Assessments Are Accurate, Fair, and Consistent The Program Leader and counseling faculty have continuously monitored the results of the M.A. in Exit Exam and have revised it through a process of content validation, item analysis, and increased test security. The administration of the instrument was moved in the fall of 2008 from the university Testing Center to administration within the department because of budget issues. The development of our own disposition assessment, using prior research on disposition measures, making sure that the instrument had internal consistency reliability, and doing an early discriminatory validity study (In a small pilot study with the DACE, candidates in the educational administration program scored significantly differently than gradate students in counseling). There is a process at Morehead State University for candidates and candidates to appeal. The procedures for appeal are located at: Document 3: Program Experiences Graduate specialization in guidance and counseling is located in the College of Education (COE) in the department of Foundational and Graduate Studies in Education. Due to a 2005 change in Kentucky State law, individuals without a teaching certificate are now able to obtain certification in school counseling. Therefore, changes have been made to the counseling programs to allow for this change. Philosophically, the counseling program integrates all areas of the mission of Morehead State University Professional Education Unit s Conceptual Framework with its own goals for preparing certified and degreed counselors for work in schools. Morehead State University s counseling programs consist of two-degree programs, the 36 hour Master s of Arts in and the 66 hour Education Specialist (Ed.S) degree. The Ed.S. has two options: (1) Ed.S. in (School Option); and (2) Ed.S. in (Licensed Professional Clinical Counselor Option). Candidates may also select a 24 credit Rank I in option that allows candidates to receive a standard certificate in school counseling (first 6 or 9 hours) and upon completion of the remaining hours, receive Rank I which equates to a pay raise in Kentucky schools. A candidate who wishes to complete the master s degree and be endorsed for provisional certification must accomplish the following: hold a baccalaureate degree from a regionally accredited college or university; satisfactorily complete the program requirements with fewer than two course grades of C ; and be recommended for certification, along with a minimum 3.0 GPA; satisfactorily complete a practicum experience in elementary and secondary counseling as prescribed by state regulations; pass comprehensive exam (after having completed 30 semester hours or during the final semester of graduate study), A candidate seeking Standard School Certification must possess a Master s in School. Candidates with a Master s in School who are currently working as a school counselor and have worked as a school counselor for more than two years must take EDGC 683 Advanced Theories and EDGC 679 Advanced Practicum. The candidate s Practicum site must be selected to ensure full P-12 counseling experience.