Oklahoma Subject Area Tests

Size: px
Start display at page:

Download "Oklahoma Subject Area Tests"

Transcription

1 Certification Examinations for Oklahoma Educators Oklahoma Subject Area Tests STUDY GUIDE 039 School Counselor This test is now delivered as a computer-based test. See for current program information. Office of Educational Quality and Accountability OK-SG-FLD039-06

2 TABLE OF CONTENTS STUDY GUIDE INTRODUCTION PURPOSE OF THIS STUDY GUIDE KEY FEATURES OF THIS STUDY GUIDE FOR OTHER CEOE STUDY GUIDES FOR FURTHER INFORMATION GENERAL INFORMATION ABOUT THE CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS AN OVERVIEW OF THE TESTING PROGRAM Test Development Process Characteristics of the CEOE Tests Test Descriptions Test Administration Score Reports HOW TO PREPARE FOR THE TEST Study the Competencies Identify Resources Study Techniques Review the Practice Test Questions SAMPLE TEST DIRECTIONS Sample General Test Directions Sample Constructed-Response Assignment Directions THE DAY OF THE TEST Preparation At the Test Site Certification Examinations for Oklahoma Educators Study Guide School Counselor i

3 FIELD-SPECIFIC INFORMATION INTRODUCTION Test Competencies Practice Test Questions TEST COMPETENCIES PRACTICE TEST QUESTIONS AND ANSWERS Practice Selected-Response Questions Practice Constructed-Response Assignment A Sample Strong Response to the Practice Constructed-Response Assignment A Sample Weak Response to the Practice Constructed-Response Assignment CONSTRUCTED-RESPONSE ASSIGNMENT SCORING Sample Performance Characteristics for Constructed-Response Assignments Sample Scoring Scale for Constructed-Response Assignments Readers should be advised that this study guide, including many of the excerpts used herein, is protected by federal copyright law. Copyright 2014 by the Office of Educational Quality and Accountability and Pearson Education, Inc. or its affiliate(s). All rights reserved. Evaluation Systems, Pearson, P.O. Box 226, Amherst, MA Certification Examinations for Oklahoma Educators, CEOE, Oklahoma General Education Test, OGET, Oklahoma Professional Teaching Examination, OPTE, Oklahoma Subject Area Tests, and OSAT are trademarks of the Office of Educational Quality and Accountability and Pearson Education, Inc. or its affiliate(s). Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). ii Certification Examinations for Oklahoma Educators Study Guide School Counselor

4 STUDY GUIDE INTRODUCTION AND GENERAL INFORMATION ABOUT THE CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS The first two sections of the study guide are available in a separate PDF file. Click the link below to view or print these sections. Study Guide Introduction and General Information About the Certification Examinations for Oklahoma Educators Certification Examinations for Oklahoma Educators Study Guide School Counselor 1-1

5

6 FIELD-SPECIFIC INFORMATION Test Competencies Practice Test Questions and Answers Constructed-Response Assignment Scoring INTRODUCTION This section includes a list of the test competencies, as well as a set of practice selected-response (multiple-choice) questions and one or more practice constructed-response assignments (if applicable), for the test field included in this study guide. Test Competencies The test competencies are broad, conceptual statements that reflect the subject-matter skills, knowledge, and understanding an entry-level educator needs to teach effectively in Oklahoma public schools. The list of test competencies for each test field represents the only source of information about what a specific test will cover and therefore should be reviewed carefully. The descriptive statements that follow the competencies are included to provide examples of possible content covered by each competency. These descriptive statements are neither exhaustive nor exclusionary. Practice Test Questions The practice selected-response questions and any practice constructed-response assignments included in this section are designed to give you an introduction to the nature of the questions included in this OSAT test field. The practice test questions represent the various types of questions you may expect to see on an actual test; however, they are not designed to provide diagnostic information to help you identify specific areas of individual strengths and weaknesses or to predict your performance on the test as a whole. To help you prepare for your OSAT, each practice selected-response question in this section is preceded by the competency it measures and followed by a brief explanation of the correct response. On the actual test, the competencies, correct responses, and explanations will not be given. If the test field included in this guide has a constructed-response assignment, sample responses are provided immediately following the practice constructed-response assignment. The sample responses in this guide are for illustrative purposes only. Your written response should be your original work, written in your own words, and not copied or paraphrased from some other work. A description of the process that is used for scoring the constructed-response assignment is provided in addition to the OSAT performance characteristics and score scale. When you are finished with the practice test questions, you may wish to go back and review the entire list of test competencies and descriptive statements for your test field. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-1

7 TEST COMPETENCIES: SCHOOL COUNSELOR SUBAREAS: I. Human Development and Learning II. Assessment and Evaluation III. Counseling and Group Guidance IV. Educational and Career Planning V. Guidance Programs and Professional Knowledge SUBAREA I HUMAN DEVELOPMENT AND LEARNING Competency 0001 Understand human development and learning from early childhood to young adulthood. The following topics are examples of content that may be covered under this competency. Recognize stages, characteristics, and processes of physical, motor, social, emotional, language, and cognitive development from early childhood to young adulthood. Demonstrate knowledge of developmental theories, their characteristics, and their limitations. Analyze developmental issues of particular importance during the various stages of human growth and development. Demonstrate knowledge of learning theories and behavioral and cognitive concepts of learning. Examine the significance of developmental factors during early childhood, middle childhood, and adolescence for learning, educational counseling, and assessment. Competency 0002 Understand factors that may affect human development and learning. The following topics are examples of content that may be covered under this competency. Identify characteristics and educational needs of students with exceptionalities (e.g., learning disability, emotional disturbance, intellectual disability, physical impairment, gifted and talented). Demonstrate knowledge of variables that may affect students' development, learning, behavior, educational achievement, and career planning (e.g., environmental influences; gender, racial, ethnic, cultural, linguistic, and socioeconomic variables; family and community characteristics). Examine relationships between culture, values, and students' goals, attitudes, and achievement. Recognize key factors affecting students' social and personal development. Analyze the relationship between motivation and learning and factors that affect student motivation and attitudes toward school. 2-2 Certification Examinations for Oklahoma Educators Study Guide School Counselor

8 Competency 0003 Understand how to promote students' development and learning. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of the importance of creating a climate of mutual respect in the school that helps all students value themselves and others. Demonstrate knowledge of strategies for helping students develop goal-setting, problem-solving, and decisionmaking skills. Demonstrate knowledge of strategies for helping students develop a positive self-concept, emotional wellbeing, and the ability to manage personal interactions and conflicts. Analyze principles and strategies for helping students establish and maintain positive peer relationships, including relationships with peers from diverse backgrounds. Demonstrate knowledge of techniques and activities for helping students acquire and apply efficient learning strategies and for helping students develop strategies to resolve or cope with situations that may hinder learning. Apply knowledge of techniques for encouraging students to assess their own needs, interests, and talents and direct their own learning behaviors in response to various demands and tasks. SUBAREA II ASSESSMENT AND EVALUATION Competency 0004 Understand formal and informal assessment methods. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of types, characteristics, uses, and limitations of various formal and informal assessments (e.g., achievement tests, aptitude tests, computer-based tests, portfolios, case studies, observations). Examine relationships between assessment and instruction. Demonstrate knowledge of nondiscriminatory assessment strategies for students from culturally and linguistically diverse backgrounds. Competency 0005 Understand principles and procedures for selecting, administering, and interpreting educational assessments. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of criteria and procedures for selecting formal and informal assessment methods in given contexts. Recognize appropriate procedures for administering assessments in various situations (e.g., accommodations and modifications, class size, schedules, setting), including those involving students with specified educational needs. Apply knowledge of principles and procedures for scoring tests and interpreting assessment results. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-3

9 Competency 0006 Understand how to use assessment information to plan instruction and promote educational improvement. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of procedures for engaging in ongoing assessment and feedback and for evaluating student progress. Use assessment results to identify individual student strengths and needs and to determine appropriate changes to a student's educational environment. Analyze the role of assessment information in instructional planning, program evaluation, and school improvement. Apply knowledge of techniques for communicating assessment information and data to students, parents/guardians, other educators, and community members. SUBAREA III COUNSELING AND GROUP GUIDANCE Competency 0007 Understand principles and procedures for individual counseling. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of principles and goals of developmental and guidance counseling. Apply knowledge of principles and techniques associated with specified counseling approaches to individual counseling situations. Recognize procedures and techniques for establishing effective counseling relationships, determining goals, considering ethical standards, solving problems, and communicating effectively in individual counseling situations. Recognize characteristics, needs, and concerns of at-risk students and students with personal or family issues (e.g., substance abuse, pregnancy, chronic illness, depression, truancy, neglect, physical abuse, sexual abuse, sexual harassment, suicide). Demonstrate knowledge of appropriate strategies for working with students who have special concerns and of resources that may be useful to students with such concerns. Identify appropriate crisis interventions in various individual contexts. 2-4 Certification Examinations for Oklahoma Educators Study Guide School Counselor

10 Competency 0008 Understand principles and procedures for group counseling. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of goals, functions, techniques, and coordination procedures for group counseling at the elementary, middle, and secondary levels. Recognize criteria for selecting members for group counseling and stages and characteristics of group development during group counseling. Examine factors that affect group dynamics, strategies for alleviating problems related to group dynamics, and ethical considerations and issues during group counseling situations. Identify principles and procedures for establishing and maintaining peer-mentoring programs. Identify appropriate crisis interventions in various group contexts (e.g., schoolwide, classroom, small group, community). Competency 0009 Understand principles and procedures for group guidance. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of goals, functions, and coordination procedures for group guidance at the elementary, middle, and secondary levels. Identify appropriate procedures and activities for various types of group guidance sessions (e.g., small group, classroom, assembly). Demonstrate knowledge of how to plan group guidance sessions (e.g., selecting topics and presentation materials, determining group size and composition, scheduling, collaborating with teachers). Apply knowledge of procedures for implementing group guidance sessions (e.g., using technology, providing follow-up activities, facilitating classroom management). SUBAREA IV EDUCATIONAL AND CAREER PLANNING Competency 0010 Understand educational planning and placement decisions and postsecondary educational planning. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of factors, issues, and procedures related to classroom placements and academic schedules. Apply knowledge of procedures for selecting student courses and curricula in various situations, including situations involving students with exceptionalities. Use various types of information (e.g., personal, academic achievement, graduation requirements) to evaluate possible curriculum choices. Apply knowledge of strategies for helping students research and choose postsecondary programs, prepare for entrance exams, and fulfill admission requirements. Demonstrate knowledge of information sources and procedures for applying to colleges and universities and to vocational, technical, military, and apprenticeship programs. Identify information sources and procedures for seeking financial aid, loans, scholarships, and grants. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-5

11 Competency 0011 Understand career development theories, approaches, and programs and procedures for career assessment and career-related decision making. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of theories of career development and occupational choice (e.g., developmental, need satisfaction, trait factor); and characteristics, procedures, advantages, and limitations of various career counseling approaches. Recognize goals and objectives of career development programs at the elementary, middle school, and secondary levels. Apply knowledge of procedures for establishing effective career education courses and information programs. Identify strategies for helping students develop job-finding skills (e.g., résumé writing, interviewing techniques) and sources of educational, occupational, and job market information. Identify techniques for helping students understand their abilities, interests, and personality characteristics in relation to career and vocational options. Demonstrate knowledge of career assessment methods (e.g., interest inventories) and how to interpret career assessment results. Apply knowledge of procedures for career-related decision making (e.g., recognizing criteria for evaluating alternative career opportunities). SUBAREA V GUIDANCE PROGRAMS AND PROFESSIONAL KNOWLEDGE Competency 0012 Demonstrate knowledge of how to plan, implement, and evaluate a comprehensive school guidance and counseling program. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of goals and procedures associated with a program needs assessment. Apply strategies for using the results of a needs assessment to identify program needs, priorities, goals, and objectives. Demonstrate knowledge of procedures for developing a guidance curriculum and responsive guidance and counseling services. Recognize principles and procedures for ensuring equitable provision of counseling and guidance services to all students. Demonstrate knowledge of procedures for establishing school guidance and counseling policies (e.g., advisory committee, management system). Recognize criteria for evaluating school guidance and counseling programs and effective methods for presenting program evaluation data. Demonstrate knowledge of ways to use technology effectively and efficiently to plan, organize, implement, and evaluate the comprehensive school counseling program. 2-6 Certification Examinations for Oklahoma Educators Study Guide School Counselor

12 Competency 0013 Understand professional, legal, and ethical roles and responsibilities of school counselors. The following topics are examples of content that may be covered under this competency. Identify roles and responsibilities of the school counselor in situations involving students, families, school personnel, and community. Identify procedures for establishing and maintaining effective public relations. Apply knowledge of professional standards in various guidance and counseling contexts. Recognize the importance of ongoing professional development for school counselors and methods for engaging in professional development. Demonstrate knowledge of the legal responsibilities of school counselors (e.g., rights of students and parents/guardians regarding assessment, student records, and confidentiality; rules and procedures related to the education of students with special educational needs; guidelines regarding neglect, physical abuse, sexual abuse, and sexual harassment). Apply knowledge of ethical standards and guidelines in various counseling contexts. Competency 0014 Understand procedures for effective communication, consultation, and collaboration with families, colleagues, and other professionals. The following topics are examples of content that may be covered under this competency. Apply knowledge of skills and strategies for communicating effectively with all students and their families and for conveying information to parents/guardians about a student's educational program and progress. Identify strategies for adapting guidance and counseling styles to meet the needs of students and families from varied cultural backgrounds. Demonstrate knowledge of how to help parents/guardians support their children academically and understand the skills students need for academic and career success. Apply knowledge of principles and procedures for consulting and collaborating with teachers, administrators, parents/guardians, and others inside and outside the school to build and maintain a strong support system for students. Demonstrate knowledge of procedures for initiating schoolwide programs, participating on decision-making teams, and coordinating materials or services for students in various situations. Demonstrate knowledge of the role of the school counselor, administrator, teacher, student, and family in a school-initiated referral or intervention; and conditions and procedures for referring students to other school or community resources. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-7

13 PRACTICE TEST QUESTIONS AND ANSWERS: SCHOOL COUNSELOR Practice Selected-Response Questions Competency 0001 Understand human development and learning from early childhood to young adulthood. 1. A school counselor plans to meet with a group of first-grade students to help them deal with the death of a teacher. Which of the following approaches to the discussion would be most effective for the counselor to use first? A. providing students with vocabulary needed for labeling and expressing their feelings B. describing the counselor's personal experience related to the loss of a friend C. having students create sympathy cards for the teacher's family D. reassuring students that they will not always feel as sad as they do now Correct Response: A. Young children who are grieving over the death of a teacher may not be able to recognize or label the emotions they are experiencing. Grieving children need someone to listen to and understand them. The counselor can best help young students express themselves by first introducing specific words that will help them describe their feelings. 2-8 Certification Examinations for Oklahoma Educators Study Guide School Counselor

14 Competency 0002 Understand factors that may affect human development and learning. 2. Students' intrinsic motivation to learn is likely to be greatest when educators: A. alternate easier assignments with more challenging learning tasks. B. give students frequent opportunities to make choices in their learning. C. remind students regularly that learning a new concept or skill is satisfying. D. offer rewards to students who exhibit the highest levels of learning and achievement. Correct Response: B. Students who are able to maintain high levels of academic achievement over time tend to have developed strong self-determination skills. Teachers can foster this type of intrinsic motivation to succeed by providing students with opportunities to make choices based on their individual interests. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-9

15 Competency 0005 Understand principles and procedures for selecting, administering, and interpreting educational assessments. 3. A ninth-grade student who recently transferred to a new high school is failing in mathematics but demonstrates grade-level proficiency in all other subjects. The school counselor wants to help the student address this academic inconsistency and determine appropriate support for him. Which of the following strategies describes the counselor's best first step toward achieving this goal? A. asking the mathematics teacher to collect samples of the student's class work and homework assignments and submit them to the counselor B. working with the mathematics teacher to explore factors such as the student's prerequisite knowledge and learning style to gauge their effect on his performance C. providing the student with a peer tutor to help him catch up to the performance level demonstrated by other students in the mathematics class D. discussing with the student and the mathematics teacher various ways the student can improve his mathematics grades, such as doing extra credit assignments Correct Response: B. Many mathematics skills build on information learned in previous classes. When students do not have prerequisite skills or pertinent mathematics background knowledge, they often have difficulty making connections to new or broadened skills. In addition, most students favor particular mathematics learning styles. When teachers are aware of students' learning style preferences, they can adjust instructional activities to better promote student success. A valid first step toward helping this student succeed in mathematics would be to determine his readiness and learning style Certification Examinations for Oklahoma Educators Study Guide School Counselor

16 Competency 0006 Understand how to use assessment information to plan instruction and promote educational improvement. 4. An elementary school counselor serves on a leadership team that is charged with determining the levels of student achievement at the end of a yearlong pilot reading program. The team wants to analyze collected program data to identify achievement gaps, determine patterns of student performance, and evaluate the program's effect on students' reading proficiency skills. To best achieve this goal, the school counselor should suggest that the team take which of the following actions? A. gathering additional data from questionnaires designed to elicit parents'/guardians' perceptions about the program B. examining results data to determine if the percentage of students achieving reading proficiency has increased or decreased C. disaggregating data to reveal performance levels of various student subgroups within the school D. reviewing process data to determine the degree to which program specifications were implemented with fidelity Correct Response: C. Student achievement data are often reported for whole populations or as aggregate data. When data are disaggregated (e.g., by gender, socioeconomic status, race and ethnicity, student mobility, English language learners, special education, disability), patterns, trends, access or achievement gaps, and other important information are uncovered. Analysis of disaggregate information enables school staff to plan future instruction that meets the needs of all students. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-11

17 Competency 0007 Understand principles and procedures for individual counseling. 5. In one middle school, several students who emigrated from the Republic of Myanmar (Burma) have enrolled. The school counselor makes it a priority to attempt to learn about the cultural, social, and family characteristics of these students. The counselor's efforts to learn about the characteristics and backgrounds of these students are likely to be most beneficial for: A. motivating other members of the school community to expand their understanding of the students' cultural heritage. B. enabling the counselor to adapt counseling techniques to the specific needs of the students. C. facilitating communication between the school counseling department and the students' families. D. minimizing the need to develop a formal orientation program for the students. Correct Response: B. A school counselor who attempts to learn about the cultural characteristics, social traditions, and family values of students new to the school community is more likely to understand individual students and be able to counsel them more effectively. This is particularly important in situations where a student's reaction and perceptions of counseling, as well as other life and school events, may be affected by cultural and family values and beliefs that are different from those of the counselor Certification Examinations for Oklahoma Educators Study Guide School Counselor

18 Competency 0008 Understand principles and procedures for group counseling. 6. Six high school students will participate in a school counselor led academic accountability group that is designed to help the students improve their study skills and complete class assignments more efficiently. Which of the following approaches would be most important for the counselor to carry out at the beginning of the group's initial meeting? A. guiding group members in establishing agreement about issues of group confidentiality B. asking group members to speculate about how the accountability group activities might benefit them C. explaining rules of order and etiquette students will be expected to follow during group meetings D. describing in detail the sequence and purpose of the activities that the counselor has chosen for the group Correct Response: A. Confidentiality is a necessary feature of trust building in all counseling situations, and it is particularly crucial to establish trust among group members at the outset of forming a counseling group. Professional standards also demand that issues related to confidentiality are clearly established at the beginning of all counseling relationships. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-13

19 Competency 0010 Understand educational planning and placement decisions and postsecondary educational planning. 7. A tenth-grade, college-bound student wants to drop her advanced biology class. After receiving information at the first class meeting, the student feels that she will not be able to keep up with the course expectations and workload. Which of the following initial responses by the school counselor would be most appropriate for addressing this student's concerns? A. asking the advanced biology teacher to consider modifying assignments and extending deadlines for the student B. contacting the student's parents/guardians to ask for their input C. encouraging the student to attend a few more classes to determine if her concerns are founded D. fulfilling the student's request to drop the class immediately Correct Response: C. Research indicates that lack of confidence is a key reason why some students may avoid challenging science and mathematics courses. In this situation, the student may be making assumptions before fully understanding her abilities relevant to this class. By encouraging the student to attend class a few more times, the counselor is promoting the student's ability to gain some perspective on the class, engage in informed decision making, and develop an increased sense of competence Certification Examinations for Oklahoma Educators Study Guide School Counselor

20 Competency 0011 Understand career development theories, approaches, and programs and procedures for career assessment and career-related decision making. 8. A high school student in a college preparatory program has many interests but is unsure about which interest to pursue as a career. The school counselor decides to use a trait-factor approach to support this student. In the context of this approach, it would be most important for the school counselor to: A. provide the student with detailed information about occupations in her areas of interest. B. advise the student to complete a liberal arts degree before choosing a career. C. encourage the student to pursue a career in his or her area of greatest achievement. D. administer tests to provide the student with a profile of his or her interests, aptitudes, and personality. Correct Response: D. Trait-factor approaches regard individuals as a collection of traits or characteristics that can be identified by objective means and profiled to represent an individual's potential for certain careers. Therefore, a school counselor using the trait-factor approach would begin his or her work with the student by administering tests that would provide information about the traits and characteristics that the student possesses. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-15

051 School Counselor. Effective after October 1, 2013 MI-SG-FLD051-01

051 School Counselor. Effective after October 1, 2013 MI-SG-FLD051-01 051 School Counselor Effective after October 1, 2013 MI-SG-FLD051-01 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact

More information

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 041: SCHOOL COUNSELOR

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 041: SCHOOL COUNSELOR PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES Subareas Human Growth and Development Counseling, Consultation, and Group Work Career Development and Educational Planning Appraisal

More information

Standards for the School Counselor [23.110]

Standards for the School Counselor [23.110] 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

More information

SUBAREA I-UNDERSTANDING AND EVALUATING STUDENTS WITH DISABILITIES

SUBAREA I-UNDERSTANDING AND EVALUATING STUDENTS WITH DISABILITIES STUDENTS WITH DISABILITIES TEST OBJECTIVES Understanding and Evaluating Students with Disabilities Promoting Student Learning and Developing in a Collaborative Learning Community Working in a Collaborative

More information

Effective after October 1, 2013

Effective after October 1, 2013 MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Student Diversity and Assessment 001 002 29% II. Comprehensive School Counseling

More information

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY: Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling

More information

School Counselor (501)

School Counselor (501) School Counselor (501) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES

More information

Standards for School Counseling

Standards for School Counseling Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate

More information

Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the New York State Teacher Certification Examinations

Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the New York State Teacher Certification Examinations Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the New York State Teacher Certification Examinations Introduction The New York State Education Department requires that prospective

More information

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping 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

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

The residency school counselor program does not prepare candidates to design, deliver, and

The residency school counselor program does not prepare candidates to design, deliver, and STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW

Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2006 MISSION STATEMENT The mission of the Reynolds School District School Counseling and Guidance Program is to provide

More information

JOB DESCRIPTION PATERSON BOARD OF EDUCATION. CHILD STUDY TEAM/COUNSELOR /MEDICAL PERSONNEL 3205 High School Guidance Counselor Page 1 of 8

JOB DESCRIPTION PATERSON BOARD OF EDUCATION. CHILD STUDY TEAM/COUNSELOR /MEDICAL PERSONNEL 3205 High School Guidance Counselor Page 1 of 8 Page 1 of 8 JOB TITLE: HIGH SCHOOL GUIDANCE COUNSELOR REPORTS TO: The Principal and Supervisor of Counseling Services SUPERVISES: Students NATURE AND SCOPE OF JOB: Assumes professional responsibility for

More information

School Counselor (152)

School Counselor (152) Purpose School Counselor (152) The purpose of the School Counselor test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.

More information

Standards for the School Social Worker [23.140]

Standards for the School Social Worker [23.140] Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis

More information

62 Hearing Impaired MI-SG-FLD062-02

62 Hearing Impaired MI-SG-FLD062-02 62 Hearing Impaired MI-SG-FLD062-02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact Information Test Development

More information

PRINTED NAME WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS:

PRINTED NAME WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: Students are responsible for the completion of all activities on this form.

More information

STANDARDS FOR GUIDANCE COUNSELING PROGRAMS

STANDARDS FOR GUIDANCE COUNSELING PROGRAMS STANDARDS FOR GUIDANCE COUNSELING PROGRAMS These standards were approved January 2005 by the Kentucky Education Professional Standards Board. The Kentucky Standards for Guidance Counselor Programs are

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

SECTION II. The Texas Comprehensive, Developmental Guidance and Counseling Program Model

SECTION II. The Texas Comprehensive, Developmental Guidance and Counseling Program Model SECTION II The Texas Comprehensive, Developmental Guidance and Counseling Program Model Figure 2 Four Components of a Comprehensive, Developmental School Guidance and Counseling Program Guidance Curriculum

More information

SCHOOL CITY OF MISHAWAKA TEACHER EVALUATION RUBRIC (SCHOOL SOCIAL WORKERS)

SCHOOL CITY OF MISHAWAKA TEACHER EVALUATION RUBRIC (SCHOOL SOCIAL WORKERS) APPENDIX E DOMAIN A: PURPOSEFUL PLANNING 1. Utilizing Student, School, and Community Data to Plan. The school social worker does not monitor academic achievement. The social worker rarely or never uses

More information

GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW

GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2005 1 Comprehensive Guidance and Counseling Framework Mission The mission of the Comprehensive Guidance and Counseling

More information

SCHOOL COUNSELOR. Position Summary

SCHOOL COUNSELOR. Position Summary SCHOOL COUNSELOR Position Summary Through comprehensive school counseling programs of developmental, preventive, remedial, and responsive services, School Counselors address academic development, career

More information

(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education;

(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education; Effective May 15, 2014 505-3-.90 GIFTED IN-FIELD EDUCATION ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals

More information

Illinois Professional Teaching Standards

Illinois Professional Teaching Standards Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

COUNSELOR, INTERVENTION SPECIALIST or SOCIAL WORKER STANDARD POSITION DESCRIPTION

COUNSELOR, INTERVENTION SPECIALIST or SOCIAL WORKER STANDARD POSITION DESCRIPTION COUNSELOR, INTERVENTION SPECIALIST or SOCIAL WORKER STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Principal Location: Assigned School(s) FLSA Status: Exempt Bargaining Unit: NTEA

More information

Hood River County School District K-12 Guidance and Counseling Program Overview

Hood River County School District K-12 Guidance and Counseling Program Overview Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

MILLIKIN TEACHING STANDARDS

MILLIKIN TEACHING STANDARDS MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit

More information

Master of Arts, Counseling Psychology Course Descriptions

Master of Arts, Counseling Psychology Course Descriptions Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.

More information

SCHOOL COUNSELING. Assessment at a Glance. Early Childhood through Young Adulthood. Choosing the Right Certificate. Reviewing the Standards

SCHOOL COUNSELING. Assessment at a Glance. Early Childhood through Young Adulthood. Choosing the Right Certificate. Reviewing the Standards Early Childhood through Young Adulthood SCHOOL COUNSELING Choosing the Right Certificate Reviewing the Standards Demonstrating Your Teaching Practice and Content Knowledge Understanding the National Board

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12

UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12 UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12 1 FORWARD This Comprehensive School Counseling Program acts as a manual for counselors, administrators and school board

More information

How to Map the Test Competencies and Skills to Courses Taken

How to Map the Test Competencies and Skills to Courses Taken How to Map the Test Competencies s to Courses Taken Description of the Tests The Florida educator certification tests are composed of multiple-choice questions, some also include constructed-response assignments.

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fi fth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

... and. Uses data to help schools identify needs for prevention and intervention programs.

... and. Uses data to help schools identify needs for prevention and intervention programs. Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

More information

This test is now delivered as a computer-based test. See www.nmta.nesinc.com for current program information. New Mexico

This test is now delivered as a computer-based test. See www.nmta.nesinc.com for current program information. New Mexico This test is now delivered as a computer-based test. See www.nmta.nesinc.com for current program information. New Mexico Teacher Assessments Study Guide New Mexico Content Knowledge Assessments 35 Educational

More information

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)

More information

College of Education. Rehabilitation Counseling

College of Education. Rehabilitation Counseling * 515 MEDICAL AND PSYCHOSOCIAL ASPECTS OF DISABILITIES I. (3) This course is designed to prepare rehabilitation and mental health counselors, social works and students in related fields with a working

More information

TExES Special Education Supplemental (163) Test at a Glance

TExES Special Education Supplemental (163) Test at a Glance TExES Special Education Supplemental (163) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test

More information

GUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students

GUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,

More information

Standards for School Psychologists

Standards for School Psychologists Standards for School Psychologists School Psychology in Education Psychology provides an important knowledge and disciplinary base for educational procedures. School psychologists are a primary source

More information

JOB DESCRIPTION PATERSON BOARD OF EDUCATION. CHILD STUDY TEAM/COUNSELOR /MEDICAL PERSONNEL 3206 Elementary Guidance Counselor Page 1 of 8

JOB DESCRIPTION PATERSON BOARD OF EDUCATION. CHILD STUDY TEAM/COUNSELOR /MEDICAL PERSONNEL 3206 Elementary Guidance Counselor Page 1 of 8 Page 1 of 8 JOB TITLE: ELEMENTARY GUIDANCE COUNSELOR REPORTS TO: The Principal and Supervisor of Counseling Services SUPERVISES: Students NATURE AND SCOPE OF JOB: Assumes professional responsibility for

More information

The performance assessment shall measure the extent to which the teacher s planning:

The performance assessment shall measure the extent to which the teacher s planning: Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan.

More information

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Assessment Plan for 2006-2007 Primary Contact: Candace H. Boan, Ph.D. Associate

More information

Special Education (601)

Special Education (601) Special Education (601) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT July 2013 This document is a working draft. The information in this document is subject to change, and any changes will

More information

CURRICULAR STANDARDS CURRICULAR EXPERIENCES EVALUATION METHODS FOUNDATIONS OF SCHOOL COUNSELING

CURRICULAR STANDARDS CURRICULAR EXPERIENCES EVALUATION METHODS FOUNDATIONS OF SCHOOL COUNSELING STANDARDS FOR SCHOOL COUNSELING PROGRAMS Courses are designated that meet each of the standards. The course objectives found within each of the syllabi indicate standards being met. CURRICULAR STANDARDS

More information

SECTION 5: MASTER OF EDUCATION DEGREE

SECTION 5: MASTER OF EDUCATION DEGREE SECTION 5: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL

TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL ISBE 23 ILLINOIS ADMINISTRATIVE CODE 23 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL PART 23 STANDARDS FOR SCHOOL SUPPORT PERSONNEL ENDORSEMENTS

More information

GIFTED AND TALENTED STANDARDS

GIFTED AND TALENTED STANDARDS GIFTED AND TALENTED STANDARDS Standard I. The teacher of gifted and talented students understands and applies knowledge of the historical, legal, and conceptual foundations of gifted education. Standard

More information

TExES I Texas Examinations of Educator Standards. Preparation Manual. 152 School Counselor

TExES I Texas Examinations of Educator Standards. Preparation Manual. 152 School Counselor TExES I Texas Examinations of Educator Standards Preparation Manual 152 School Counselor Copyright 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014)

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) 1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important

More information

COUNSELOR, SOCIAL WORKER, LICENSED MENTAL HEALTH COUNSELOR (LMHC) STANDARD POSITION DESCRIPTION

COUNSELOR, SOCIAL WORKER, LICENSED MENTAL HEALTH COUNSELOR (LMHC) STANDARD POSITION DESCRIPTION COUNSELOR, SOCIAL WORKER, LICENSED MENTAL HEALTH COUNSELOR (LMHC) STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Principal Location: Assigned School(s) FLSA Status: Exempt Bargaining

More information

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June

More information

CACREP STANDARDS: CLINICAL MENTAL HEALTH COUNSELING Students who are preparing to work as clinical mental health counselors will demonstrate the

CACREP STANDARDS: CLINICAL MENTAL HEALTH COUNSELING Students who are preparing to work as clinical mental health counselors will demonstrate the CACREP STANDARDS: CLINICAL MENTAL HEALTH COUNSELING Students who are preparing to work as clinical mental health counselors will demonstrate the professional knowledge, skills, and practices necessary

More information

Oklahoma Subject Area Tests

Oklahoma Subject Area Tests Certification Examinations for Oklahoma Educators Oklahoma Subject Area Tests STUDY GUIDE 033 School Psychologist Oklahoma Commission for Teacher Preparation OK-SG-FLD033-04 TABLE OF CONTENTS STUDY GUIDE

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

Safe & Caring Schools Policy Revised 2013

Safe & Caring Schools Policy Revised 2013 Safe & Caring Schools Policy Revised 2013 1. Background and Purpose Increased public awareness and concern regarding the societal issues of bullying and violent behaviour among youth prompted the Department

More information

SCHOOL SOCIAL WORKER EVALUATION SAMPLE EVIDENCES

SCHOOL SOCIAL WORKER EVALUATION SAMPLE EVIDENCES As School Social Workers, we often do not fit into typical district forms for employment or evaluation. As a result, teacher evaluation forms are often used to evaluate school social workers. The following

More information

Ohio Standards for School Counselors

Ohio Standards for School Counselors Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...

More information

California Standards for the School Counseling Profession

California Standards for the School Counseling Profession California Standards for the School Counseling Profession ORGANIZATION The School Counselor professional Standards are organized into six areas: Engage, Advocate for and Support All Students in Learning;

More information

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports

More information

Appendix B: Part 100 and School Counseling Programs

Appendix B: Part 100 and School Counseling Programs Appendix B: Part 100 and School Counseling Programs As per the New York State Education Department, listed in Part 100 of the Commissioner s Regulations, school counseling/guidance programs are defined

More information

Model Guidance and Counseling. Grade-Level Plans

Model Guidance and Counseling. Grade-Level Plans Model Guidance and Counseling Grade-Level Plans 2002 Preface Guidance and counseling plans should enable counselors to improve their time management by allocating the majority of time to implement the

More information

FIRST READING OF REVISED BOARD POLICY (GUIDANCE/ COUNSELING SERVICES) Educational Services April 12, 2016 Information # 6 Page 1 of 1

FIRST READING OF REVISED BOARD POLICY (GUIDANCE/ COUNSELING SERVICES) Educational Services April 12, 2016 Information # 6 Page 1 of 1 TITLE: FIRST READING OF REVISED BOARD POLICY 6164.2 (GUIDANCE/ COUNSELING SERVICES) Educational Services April 12, 2016 Information # 6 Page 1 of 1 Prepared by: Hani Youssef, Assistant Superintendent Educational

More information

COMPREHENSIVE GUIDANCE PROGRAM

COMPREHENSIVE GUIDANCE PROGRAM COMPREHENSIVE GUIDANCE PROGRAM Nevada R-5 s Comprehensive Guidance Program (CGP) is an integral part of our district s total educational program. It is developmental by design and includes sequential activities

More information

The Field of Counseling

The Field of Counseling Gainful Employment Information The Field of Counseling Job Outlook Veterans Administration one of the most honorable places to practice counseling is with the VA. Over recent years, the Veteran s Administration

More information

CEC Initial Level Special Educator Preparation Standards 1

CEC Initial Level Special Educator Preparation Standards 1 Page 1 of 11 CEC Initial Level Special Educator Preparation Standards 1 Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill and the

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Oklahoma Subject Area Tests

Oklahoma Subject Area Tests Certification Examinations for Oklahoma Educators Oklahoma Subject Area Tests STUDY GUIDE 077 English as a Second Language (ESL) This test is now delivered as a computer-based test. See www.ceoe.nesinc.com

More information

REVISED DIRECTOR K-12 GUIDANCE COUNSELING AND SUPPORT SERVICES. Assistant Superintendent of the Division of Pupil Personnel Services

REVISED DIRECTOR K-12 GUIDANCE COUNSELING AND SUPPORT SERVICES. Assistant Superintendent of the Division of Pupil Personnel Services Page 1 of 8 REVISED JOB TITLE: REPORTS TO: SUPERVISES: DIRECTOR K-12 GUIDANCE COUNSELING AND SUPPORT SERVICES Assistant Superintendent of the Division of Pupil Personnel Services Section 504 Accommodation

More information

Standards for the School Nurse [23.120]

Standards for the School Nurse [23.120] Standards for the School Nurse [23.120] STANDARD 1 Content Knowledge The certificated school nurse understands and practices within a framework of professional nursing and education to provide a coordinated

More information

Section Three: Ohio Standards for Principals

Section Three: Ohio Standards for Principals Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process

More information

SCCS Student Support Services & Guidance Plan

SCCS Student Support Services & Guidance Plan SCCS Student Support Services & Guidance Plan SCCS Student Support Service Staff Mr. Mark Johnson Mrs. Tanya Thompson Mrs. Lindsay Osborne Mrs. Jane Manning Elementary School Counselor Grades k-6 Jr/Sr

More information

The Role of the Professional School Counselor

The Role of the Professional School Counselor The Role of the Professional School Counselor The professional school counselor is a certified/licensed educator trained in school counseling with unique qualifications and skills to address all students

More information

Section Five: Instructional Programs 510R SCHOOL COUNSELING (REGULATIONS)

Section Five: Instructional Programs 510R SCHOOL COUNSELING (REGULATIONS) 510R SCHOOL COUNSELING (REGULATIONS) ROLE DESCRIPTION SCHOOL COUNSELOR 1. Major Responsibility: To assist the school with the implementation of counselling services. 2. Reporting Relationship: The counsellor

More information

Illinois Licensure Testing System

Illinois Licensure Testing System Illinois Licensure Testing System FIELD 182: SCHOOL NURSE February 2004 Subarea Range of Objectives I. Foundations of Knowledge 01 04 II. The Coordinated School Health Program 05 09 III. Professional Roles

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

Rise Indiana School Counselor Rubric

Rise Indiana School Counselor Rubric Rise Indiana School Counselor Rubric 1 Domain 1: Academic Achievement 1.1 The School Counselor Utilizes Data To Monitor Student Achievement And Works Collaboratively With Stakeholders To Enhance Student

More information

SECTION 5: MASTER OF EDUCATION DEGREE

SECTION 5: MASTER OF EDUCATION DEGREE SECTION 5: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

ASCA Correlations for Roads to Success Grades 7-8

ASCA Correlations for Roads to Success Grades 7-8 ASCA Correlations for Roads to Success Grades 7-8 Roads to Success Curriculum Correlation with ASCA Career Development Standards Discover how the Roads to Success curriculum meets the career development

More information

The counseling program for high school students may include, at appropriate grade levels:

The counseling program for high school students may include, at appropriate grade levels: BP 6164.2(a) Instruction GUIDANCE/COUNSELING SERVICES The Governing Board recognizes that a comprehensive counseling program promotes academic achievement and serves the diverse needs of all district students.

More information

Northeast K-12 Comprehensive Guidance and Counseling Program

Northeast K-12 Comprehensive Guidance and Counseling Program Northeast K-12 Comprehensive Guidance and Counseling Program Foundation Philosophy The foundation of the Northeast School counseling program is developmental and preventative in design for all students.

More information

Learning Outcomes Framework

Learning Outcomes Framework Learning Outcomes Framework May 2004 Health/Personal Development and Relationships Grades 7 9 Learning Outcomes Framework Health/Personal Development and Relationships Grades 7 9 Draft DRAFT GRADE 7

More information

THE ROLE OF THE SCHOOL COUNSELOR

THE ROLE OF THE SCHOOL COUNSELOR THE ROLE OF THE SCHOOL COUNSELOR Code No.: PS 201 The Need for School Counseling As students develop from childhood through adolescence, they face unique sets of challenges. Mastery of these academic,

More information

Appendix A Components for the Review of Institutions of Higher Education

Appendix A Components for the Review of Institutions of Higher Education Appendix A Components for the Review of Institutions of Higher Education Appendix A: Components for the Review of Institutions of Higher Education The PI 34 requirements for program approval are organized

More information

New Hampshire Department of Education Special Education Program Approval and Improvement Process

New Hampshire Department of Education Special Education Program Approval and Improvement Process New Hampshire Department of Education Special Education Program Approval and Improvement Process The mission of NHDOE Special Education Program Approval is to improve education results for all learners.

More information

Rubric for Evaluating North Carolina s Speech- Language Pathologists

Rubric for Evaluating North Carolina s Speech- Language Pathologists Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language

More information

Tulsa Public Schools District Secondary School Counseling Program

Tulsa Public Schools District Secondary School Counseling Program Tulsa Public Schools District Secondary School Counseling Program Excellence and High Expectations with a Commitment to All Tulsa School Counseling Program A school counseling program is comprehensive

More information

Practicum Educational Contract Addendum for MSW Students Pursuing School Social Work Certification Academic Year:

Practicum Educational Contract Addendum for MSW Students Pursuing School Social Work Certification Academic Year: Practicum Educational Contract Addendum for MSW Students Pursuing School Social Work Certification Academic Year: Student: Student UW Email: Practicum Agency: Practicum Instructor: Practicum Instructor

More information

COUNSELOR COMPETENCY DESCRIPTION. ACBHC (Counselor Technician, Counselor I, Counselor II, & Clinical Supervisor)

COUNSELOR COMPETENCY DESCRIPTION. ACBHC (Counselor Technician, Counselor I, Counselor II, & Clinical Supervisor) COUNSELOR COMPETENCY DESCRIPTION ACBHC (Counselor Technician, Counselor I, Counselor II, & Clinical Supervisor) NOTE: The following material on substance abuse counselor competency has been developed from

More information

EXHIBIT 4.1 Curriculum Components & Experiences that Address Diversity Proficiencies

EXHIBIT 4.1 Curriculum Components & Experiences that Address Diversity Proficiencies EXHIBIT 4.1 Curriculum Components & Experiences that Address Diversity Proficiencies Course # & Title MUSIC ED 191A Introduction to Music Education MUSIC ED 323 Elementary Classroom Music Course Description

More information