Eastern Kentucky University. Department of Counseling and Educational Psychology. Department (CEP)

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1 Eastern Kentucky University Department of Counseling and Educational Psychology Department (CEP) Syllabus for COU 814: Organizational and Administration of Guidance (3 credit hours), Fall 2010 Catalogue Course Description: Prerequisites and co requisite: COU 813, and COU 840. This course covers the history, philosophy, and trends in school counseling, the role and function of the school counselor, in conjunction with other school personnel, development, and implementation of counseling guidance programs which are based on needs and assessment and are programmatic, preventive, and developmental and follow the Americana School Counselor National Model framework for program development. The American School Counselor position statements and ethical guidelines are in important focus. Methods of consultation with parents and school personnel, teamwork, coordination with resource program/persons, and methods for evaluations and accountability for the total program and the school counselor are synthesized. The development of of a counseling calendar reflecting time commitments and priorities to meet the developmental needs of students served by the school counseling program is also a focus. Serving students academic, career, and personal-social needs are seen as critical as is promoting equity of access to counseling services. Students develop a Comprehensive School Counseling Program which serves as a cumulative project for school counselors. Methods of instruction include but not limited to: lecture, discussion, video, demonstrations, interviews, DVD, written exercises, presentations, role play, and internet. Texts(s): Developing and Managing your School Guidance and Counseling Program. Norman C. Gysbers and Patricia Henderson. Fourth Edition American School Counseling Associaton. ISBN: Required. ASCA National Model: A Framework for School Counseling. American School Counseling Associaton. Required. Evidence-Based School Counseling. Dimmit, Carey, and Hatch Corwin Press. Required

2 Student Learning Outcomes: CACREP, SECTION III SCHOOL COUNSELING Students who are preparing to work as school counselors will demonstrate the professional knowledge, skills, and practices necessary to promote the academic, career, and personal/social development of all K 12 students. In addition to the common core curricular experiences outlined in Section II.G, programs must provide evidence that student learning has occurred in the following domains. FOUNDATIONS A. Knowledge, students will: 1. Compare history, philosophy, and trends in school counseling and educational systems. 2. Assess the way ethical and legal considerations specifically related to the practice of school counseling. 3.Compare roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. 4. Assess professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. 5. Compare current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program. 6. Appraise the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. 7. Evaluate the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events. B. Skills and Practices, students will: 1. Demonstrate the ability to apply and adhere to ethical and legal standards in school counseling. 2. Demonstrate the ability to articulate, model, and advocate for an appropriate school counselor identity and program. ACADEMIC DEVELOPMENT A. Knowledge, students will: 1. Compare and Contrast the relationship of the school counseling program to the academic mission of the school. 2. Appraise the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. 3. Prepare curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and

3 guidance-related material. B. Skills and Practices, students will: 1. Conduct programs designed to enhance student academic development. 2. Implement strategies and activities to prepare students for a full range of postsecondary options and opportunities. 3. Implement differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. COLLABORATION AND CONSULTATION A. Knowledge, students will: 1. Compare and contrast the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration. 2. Evaluate strategies to promote, develop, and enhance effective teamwork within the school and the larger community. 3. Will how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. 4. Evaluate systems theories, models, and processes of consultation in school system settings. 5. Apply strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. 6. Will develop the various peer programming interventions (e.g., peer meditation, peer mentoring, peer tutoring) and how to coordinate them. 7. Will develop school and community collaboration models for crisis/disaster preparedness and response. B. Skills and Practices, students will: 1. Work with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. 2. Locate resources in the community that can be used in the school to improve student achievement and success. 3. Consult with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. 4. Use peer helping strategies in the school counseling program. 5. Use referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. LEADERSHIP A. Knowledge, students will: 1. Compare and contrast the qualities, principles, skills, and styles of effective leadership. 2. Analyze strategies of leadership designed to enhance the learning environment of schools. 3. Will how to design, implement, manage, and evaluate a comprehensive school counseling program.

4 4. Examine the important role of the school counselor as a system change agent. 5. Will formulate the school counselor s role in student assistance programs, school leadership, curriculum, and advisory meetings. B. Skills and Practices, students will: 1. Participate in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. 2. Plan and present school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers). Evaluation Methods: Comprehensive School Counseling Plan for a School District or an individual school % Mid term % Final Exam % 10 Minute presentation and a handout from Evidence Based School Counseling Book % Summary sheets from Counselor Poster Interviews % Poster of Interview with a School Counselor, see course requirements % Self Care Plan % Class Participation/Attendance % Presenting the ASCA National Model to a school principal, teacher, or counselor, and writing a summary of the experience, to include your personal reflection. Signatures of who you presented to must be included % Written work % Advocacy Project % Presentation on a current topic in school Counseling % Articles on a current topic in school counseling % Grading Scale: A-90 and up; B-80-89; C-70-79; D-60-69; F-59 and below.

5 Student Progress: Students will be notified in writing via various methods of their progress in class prior to the drop class date which is listed in the Colonel Compass. Attendance Policy: Regular attendance in each class is expected. It is recognized that here are legitimate reasons for being absent. One excused absence for any reason is permissible. If a student misses two classes, which is defined as two 2hr and 45 minute class periods, a consultation with the instructor is required. A student missing tow or more classes may result in failure of the class or in certain situations may be given an incomplete, this MUST be discussed with the instructor. Do not be late for class. Persistent lateness can lower your grade. The roll sheet must be signed each class period. STUDENTS MAY NOT RETROACTIVELY SIGN THE ROLL SHEET! If a student name is not on the roll sheet, that student will be counted absent. It is the student s responsibility to sign the roll sheet each night of class attendance. Students reporting that they were present when their name does not appear on the roll sheet will be counted absent. It is the students responsibility to read, understand and remember this attendance policy. Do not get up and walk out in the middle of class as this is rude and distracting behavior and disrupts the learning environment for others in the class. Come to class on time, take breaks when the class takes breaks and leave when class is over. The University Policy on Disruptive Students will be followed. **Cell phones and other electronic communication devices must be turned off or put on silent so as not to disturb others in the class, and not to disrupt the atmosphere of learning. Cell phones and other electronic devices are not be used during class/exams/etc. The use of profanity in class is prohibited. Text messaging and are not permitted during class time especially during exams! Do not bring children or pets to class! The needs of children and pets can not be met well in the graduate classroom environment. Do not eat during presentation as it may be disruptive to the presenter and others. Do not rattle papers when eating in class. Eating is permissible at the beginning of class, but not during exercises or activities as this can be distracting for others. When videos are shown, students are expected to be attentively respectful. Each student is expected to conduct themselves in a way that follows the ethical guidelines of the American School Counseling Association and the American Counseling Association. Last Day to Drop Course: The last day to drop is published in the course schedule book Disability Statement:

6 If you are registered with the Office of Services for Individuals with Disabilities, please obtain your accommodation letters from the OSID and present them to the course instructor to discuss any academic accommodations you need. If you believe you need accommodation and are not registered with the OSID, please contact the Office in the Student Services Building Room 361 by at or by telephone at (859) V/TDD. Upon individual request, this syllabus can be made available in an alternative format. Academic Integrity Statement: Students are advised that EKU's Academic Integrity policy will be strictly enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity. Official An official EKU is established for each registered student, each faculty member, and each staff member. All university communications sent via will be sent to this EKU address. Course Requirements: Please Note Please do not your work; do not turn in late work as it will be penalized; do not turn in late assignments during finals week as it will not be accepted. No EXCEPTIONS! 1. Lecture/Class discussion/readings, videos, posters, on line work, exams, advocacy, see evaluation section, and other work as assigned. 2. Completion of a Comprehensive School Counseling Plan for a school district, or individual school, not a state plan to include detailed school calendar, peer reviewed, and following the ASCA Model as a guide. This is to be an ideal program. It should not include duties not recommended by the ASCA National Model. An outline for the Counseling Plan must be followed exactly. Must be peer reviewed and signed by a peer reviewer. Late plans will not be accepted, please note! Plans not peer reviewed will not be accepted. 3. Mid term Exam. 4. Final Exam. 5. Participation/attendance which is keeping with the ethical guidelines of the American Counseling Association and the American School Counseling Association.

7 6. Respect for diversity and the worth of each individuals, scholarly attentiveness and timely work. 7. Copy of the ethical guidelines and standards of practice documents, signed by student indicating that the student has read and understood these documents. These may be obtained online from ASCA, your textbook, or following discussions in class. 8. Staying current on topical trends/issues in school counseling/ article discussions. 9. Poster Presentation. Interview session with a practicing school counselor. Not to exceed 15 minutes in length and including pictures and information on the following: a. Brief tour of the outside and inside of the school. Follow ethical and school guidelines regarding pictures of students and others in school. b. Resources and programs used by the school counselor. (Note: Provide a handout of these resources for each class member and instructor). c. Special features of this counseling program. d. Informal interview with the Certified School Counselor to include. a. Role of counselor b. List of Counselors favorite materials and programs to be provided to each class member. c. Sharing experience as a counselor. d. What they like best about the job e. Their favorite counseling moment f. Words of wisdom or advice for new counselor. e. This assignment must be complete when presented in class. You must present your poster/tri panel when you have committed to present it to present or points will be lost/deducted from evaluation Minute presentation on a topic of current interest in school counseling with the handouts for class members and instructor. 11. Advocacy project. 12. Completion of self care plan/creative piece. 13. Summary sheets for each poster presentations. 14. Presentation of one chapter from Evidence Based School Counseling and a handout from the chapter. (10-15 minutes only). 15. Written work as assigned. 16. Presentation of the ASCA National Model with signed statement from listener. 17. Others TBA. Course Outline: August 24 Introduction. Orientation Chapter 1. (Gybsers, all chapters refer to Gysbers and Henderson text as well as the appendixes). The Evolution of a Comprehensive Guidance and Counseling Program: From Position to Services to Program. Article Discussion. Introduction to the ASCA Model. Introduction to Position Statement from ASCA. Internet exploration for Comprehensive School Counseling Plan. Group presentation. ASCA Activity. Discuss Critical thinking initiative by EKU. Work on Timeline

8 chapter 1; assign first set of posters/presentations. Discuss ethical standard. Bring in signed statement you read/understood ethics. September 7th: Chapter Two: A Comprehensive School Guidance and Counseling Program: Getting Organized to Get there from where you are. Chapter Three: A Comprehensive Guidance and Counseling Program: Theoretical Foundation and Organization Structure. Appendix A and B. ASCA Position Statement. ASCA National Model. Article Discussion. Advocacy. Presentation. Poster. Group presentation. ASCA Activity. Discussion of Self Care Plans. Perform crosswalk of a school s counseling plan to bring to class. ASCA ethical standards. Signed Ethical statements are due! September 21 Chapter Four Assessing your Current Guidance Program. Appendix C and D. Advocacy Issues. Chapter Five Designing the comprehensive Guidance and Counseling Plan. ASCA National Model. Position Statement. Counseling in elementary, middle, and high schools. Counseling in post secondary schools. Presentation. Posters. Group presentation. ASCA Activity. Position statements. Discussion (compare/contrast) of Counseling in elementary, middle and high school. Self Care Plan and sharing of self care plans and creative piece with classs are due. Review for mid Term? Oct 5 Chapter Six Planning the Transition to a comprehensive guidance and counseling Program. Appendix E, F, and G. Article. ASCA National Model. Position statements. Presentations. Posters. Advocacy. Group activity. ASCA activity. Appendix H. Bring in counselor job descriptions from your district, school, etc. Budgets, personnel, office design, technology, talk to a counselor about their counseling budget and bring to share. Mid Term! October 12 no class EKU fall break Continue to work on Comprehensive School Counseling Plan. October 19 Chapter 7 Making the Transition to a Comprehensive Guidance and Counseling Program. Discuss facility design standards. Appendix I and J. Chapter 8 Managing the New Program Appendix K and L ASCA Position Statement. ASCA National Model. Presentations. Articles. Advocacy. Posters. ASCA activity. Group presentation. Technology in Guidance issues. Individual learning plans. Bring in 3-5 copies of guidance web pages to share with class. Discuss school calendars of counselors. Summary and signed statements for presentations of ASCA Model are due. Review mid term. Nov 2 Chapter 9 Ensuring School Counslor Competency. Appendix M and N. ASCA Position Statement. Article. ASCA National Model. Get blank copy of guidance counselor evaluation form from your district/school. Chapter 10 Evaluating Your Comprehensive Guidance and Counseling Program: Its Personnel. Appendix O and P. ASCA Position Statement. ASCA National Model. Presentations. Advocacy. Posters. ASCA activity. Article. Group presentation Nov 16 Chapter 11 Redesigning your Comprehensive Guidance and Counseling Program on Evaluation Data. Reviewing school performance reports. Bring in a school s data, ie. CATS DATA, KPR, ACT, PLAN, EXPLORE, climate review, senior transitional surveys, retention data, etc. ASCA Position Statement. ASCA National Model. Presentations. Advocacy. Posters. ASCA activity. Group presentation

9 Nov. 23 Individual Work on Guidance Plan! Nov. 30 Guidance Plans due and Peer Reviews of guidance plans. ASCA Position Statement. ASCA National Model. Presentations. Articles. Advocacy. Posters. ASCA activity. Group presentation. Review for Final. Summary sheets on posters are due. Dec. 14 Group Presentation on Text Evidence Based School Counseling with handout from each chapter. ASCA Position Statement. ASCA National Model. Article. Presentations. Advocacy. Posters. ASCA activity. Evaluations. Final We will present three posters and three presentations each night of class. Make sure you sign up and write down the date you signed up for your poster and presentation. Does not have to be the same night. Date September 7 Tri Fold Poster/Interview with counselor 10 minute presentation on counseling issue/topic Group Presentation on Evidence base book. (Last class). September 21 October 5 October 19 November 2 November 16 November 30 December 14 ALL College of Education Professional Education Program Model: EKU Professional Education Model: Effective Educators as Effective People

10 EKU Professional Education Slogan: To teach, to learn, to help others teach and learn.

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