Texas Southern University College of Education Department of Counseling

Transcription

1 1 Texas outhern University College of Education Department of Counseling pring, 2015 C O UN 638-O rganization and Administration of Counseling and Guidance ervices Joyce Finch, Ed.D., LPC, CC Office: (713) Cell: (281) ; Room 307A drjoycefinch@gmail.com Office Hours: Tuesdays-1:30-5:30 Thursdays-1:30-5:30 Textbooks: 1. The ACA National Model: A Framework for chool Counseling Programs 3 rd Edition IBN A Model Developmental Guidance and Counseling Program for Texas Public chools: A Guide for Program Development Pre--12 th Grade (Publication # GE ); Google: Program Development Guide-Texas Course Description: Introduction to planning, organizing, and administering guidance services in public schools and other agencies. (Prerequisite: COUN 539) A Focus on the tandards: tandard I: Learner Centered nowledge tandard II: Learner Centered kills tandard III: Learner Centered Process tandard IV: Learner Centered Equity and Excellence for All Learners tandard V: Learner Centered Communications tandard VI: Learner Centered Professional Development Downloadable copies of the study manual are available from: Course Outcomes based on C A C R EP guidelines: 1. Use management, analysis, and presentation of data from school-based information surveys, interviews, focus groups, and needs assessments to improve student outcomes. 2. Design, implement, monitor, and evaluate comprehensive developmental school counseling programs including an awareness of various systems that affect students, school, and home. 3. Implement and evaluate specific strategies that meet program goals and objectives.

2 2 4. Identify student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies. 5. Preparation of an action plan and school counseling calendar that reflect appropriate time commitments and priorities in a comprehensive developmental school counseling program 6. trategies for seeking and securing alternative funding for program expansion 7. Use of technology in the design, implementation, monitoring, and evaluation of a comprehensive school counseling program G rading 1 Group Project & PowerPoint Presentation 25 % Program Development Portfolio ACA Competencies-V-A-1, I-A-2, II-B-1 Texas Competencies-009, 004, 006 CACREP-II-A, II-B-1 1 Individual Group Grade 10 % 5 Quizzes 20 % ACA-II-A-2, II-A-4, II-B-1 Texas-005,007,010 CACREP-C-C-2, C-C-6 1 Midterm Exam 10 % ACA-II-A-2, II-A-4, II-B-1 Texas-005,007,010 CACREP-C-C-2, C-C-6 1 Mission tatement 5 % ACA-I-A-6, V-B-1c, II-A-1 Texas-001, 003, 008 CACREP-C-A-5, C-B-1 3 urveys (Parents, tudents, Teachers) 15 % ACA-I-A-6, V-B-1c, II-A-1 Texas-001, 003, 008 CACREP-C-A-5, C-B-1 1 Chapter Presentation 10 % ACA-I-A-8, I-B-1b, I-B-3a Texas-004, 005,009 CACREP-II-3-C, II-5-E 1 Counselor Calendar and Action Plan 5 % Total 100 %

3 3 It is Y O UR responsibility to get to class on time and do your work. If you do N O T come to class on time and do N O T complete your assignments when due, you will NOT receive an A in this class no matter how many points you have earned. A student who receives an A is one who is on time and completes A L L assignments when due. Assignments G roup Project tudent groups will develop a school guidance curriculum based on A Model Developmental Guidance and Counseling Program for Texas Public chools: A Guide for Program Development Pre--12 th Grade and the ACA model. The project will include: evaluation tools in the form of surveys AEI data chool napshot an action plan a calendar year projection a PowerPoint presentation (described below) implementation design and evaluation of specific strategies that meet program goals and objectives student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies (lessons) details to be given in class You will obtain a complete description and dossier for your district from the Academic Excellence Indicator ystem on the web page for the Texas Educational Agency. ( Your projects will address different aspects of the planning, implementation, and evaluation of a guidance program for your district. Taken together, your projects will describe a new, comprehensive plan for the district. Candidate Proficiencies A Competent educator: 1. demonstrates knowledge of the content that is being taught, and is able to assist students in the process of mastering content through the use of research-based practices; 2. demonstrates the capacity to problem solve, and to think critically and reflectively; 3. demonstrates an understanding of human development, and the ability to act on this understanding; 4. demonstrates an understanding of classroom organization, planning, and management and the ability to act on this understanding; 5. demonstrates an understanding of learning as a socially mediated, constructive process, and the ability to act on that understanding; 6. demonstrates an understanding of effective communication and collaboration strategies; 7. demonstrates an understanding of research, assessment and evaluation as ongoing processes involving multiple sources of information and techniques; 8. demonstrates an understanding of the importance of involving families, communities, and colleagues in the education of all children, and the ability to act on this understanding; and 9. demonstrates knowledge of current technology in educational practice, and the ability to apply it in a classroom or school setting.

4 4 A Committed and Culturally Responsive educator: 10. acts on the belief that all children can learn and creates instructional opportunities that adapt to learners from diverse cultural backgrounds and with exceptionalities; 11. demonstrates an understanding of the urgency to accommodate the nature and needs of each learner, and is able to act on this understanding; 12. demonstrates a commitment to high moral and ethical values; and 13. assumes accountability for the outcomes of instruction, and continually validates the effects of his/her choices and actions on others. 14. values and appreciates cultural differences within a classroom or school setting, and is able to apply an understanding of cultural and linguistic diversity to the design and implementation of instruction. A Caring educator (disposition) 15. understands the rights of all students to have access to a curriculum that allows them to develop to their fullest potential, and is able to act as an advocate for students in this respect; 16. demonstrates by appropriate behaviors during class settings and in work environment; The candidate has been alert and responsive; 17. demonstrates a respect for the profession; 18. demonstrates punctuality with regard to arrival to class, practicum, student teaching, field experience, meetings and etc; 19. maintains confidentiality; 20. demonstrates ; 21. participates in professional development activities that were recommended. PowerPoint Presentation of G roup Project / Notebook It includes the design, implementation, monitoring, and evaluation process necessary for the comprehensive school counseling program implementation. Website reviews and supportive reading materials should be integrated into the notebook and presentation. There will be no make-up opportunities for missed projects. All students are expected to attend group presentations no exceptions!!! Presentations will be conducted during class time, and class members will serve as seminar participants (i.e., class members will assume the predetermined roles during the seminar). Visual aids, videos, slides, handouts, experiential activities, assessments, and other creative means of presenting the material are highly recommended. 25% of your grade will be your group presentation and notebook. 10% of your grade will be the individual grade that you will receive when the other group members critique your involvement in the notebook and presentation. Time will be reserved for groups to meet and develop their workshops; however, additional meeting times are encouraged. This notebook will N O T be returned to you. It is advised that you make a copy of your notebook. Quizzes & Examinations There will be a maximum of 5 quizzes given throughout the semester. They will be given during the first minutes of class. There will be one mid-term and N O final examination. There will be no make- up opportunities for missed quizzes or examinations. Mission tatement Your provides the vision of what is desired for every student. The mission statement aligns with and is a subset of the will contribute.

5 5 urveys tudents will develop three surveys to assess students, teachers, and parents on academic and school climate based on AEI data. Counselor Calendar and Action Plan Preparations of an action plan and school counseling calendar that reflect appropriate time commitments and priorities in a comprehensive developmental school-counseling program. Chapter tudy: Each student or group (depending on the student enrollment) will be assigned one chapter to study and develop a PowerPoint slide show for class viewing based on the textbook and any other support material the student deems as appropriate. A reference page at the end M UT be included. Late projects will not be accepted. Tuesday 5:30-8:00 C O UN 638 Texas outhern University 1-20 Introduction & Orientation 1-27 Pages VII-XIV I-The ACA National Model Themes 2/3 Quiz # 1 II-Foundation 2/10 Quiz # 2 III-Management Mission tatement is Due 2-17 Quiz # 3 IV-Delivery 2-24 Quiz # 4 V-Accountability urveys (3) Due 3/3 Quiz # 5 Appendix Review for Mid-Term 3-10 Mid-Term Review Contents of Notebook and PowerPoint Presentation 3-17 pring Break 3-24 Counselor Calendar & Action Plan Due (Be prepared to present it to the class.) 3-31 tudent Research Day 4-7 tudent Research Day 4-14 tudent Research Day 4-21 tudent Research Day 4-28 Group PowerPoint Presentations & Notebook 5/5 Group PowerPoint Presentations & Notebook 5/16 TU Graduation **Please note that the instructor reserves the right to change the schedule with proper notice to the students.

6 6 Counseling 638 coring Rubric for Chapter & PowerPoint Presentations Criteria Use of professional literature/material independent of textbook Ability to communicate objectives and points of discussion clearly (& Addresses all domains *applies to group project only) Max. Point Value Ability to make and maintain eye contact with audience Ability to keep the 10 audience actively engaged Use of relevant handouts 10 Quality of visual support 10 Ability to convey 5 material to audience without over-reading. Established attitude of professionalism Nonverbal 5 communication (stance, movement, open or closed, etc.) Ability to answer 5 questions based on textbook and other literature posed by classmates Level of Creativity 10 Overall Performance 10 & Feedback 5 5 Points Earned Comments Totals Maximum point Value 100 Total core Name

7 7 Counseling 638 coring Rubric for Individual G roup G rade Name: Individually rate each member of your team, including yourself. 4 = trongly Agree 3 = Agree 2 = Disagree 1 = trongly Disagree Name of Team Member Participation Contributed best academic ability Preparation Research, Reading, Assignment Completion Attendance On time and stayed for duration Interpersonal Relations Positive and productive Between Meeting Communication Initiated and responded appropriately Overall Contribution core General Comments

8 8 Disability tatement Texas outhern University maintains a policy for students with disabilities in accordance with the American with Disabilities Act of 1990, and ection 504 of the Rehabilitation Act of Under these federal guidelines, the University is obligated to: 1. Protect the civil rights of students with disabilities. 2. Protect the confidentiality and privacy of students with disabilities 3. Provide reasonable accommodations and services to students with known disabilities, who are qualified to meet the requirements of the academic program, apart from the handicapping condition. The burden of proof is on the student to demonstrate the need for requested accommodations. If you feel you are qualified to receive services, please contact the Office of Disabled tudent ervices at or visit the office in the Fairchild Building, Room 147 between the hours of 8am-5pm, Monday through Friday. Vision of the College of Education The College of Education at Texas of informed thought regarding matters of urban education as well as the foremost producer of exemplary professionals who are prepared to provide effective service in urban schools, agencies, and other entities. Mission of the College of Education The mission of the College of Education at Texas outhern University is to provide competent professionals for effective service in urban schools, agencies, and other entities using research and collaboration in seeking solutions to teaching, learning, and behavioral challenges facing urban populations. Philosophy of the College of Education coherence of its beliefs. The faculty of the College of Education believes that (a) all students can learn, (b) faculty members are lifelong learners, and (c) individuals must be respected and held to high expectations. Programs in the College of Education are organized around core beliefs that are both cognitive and affective. The faculty believes that both student and faculty productivity will be enhanced in high expectation climates where both groups experience unconditional high regard. Moreover, academic experiences are directly related to faculty-student interactions, and students and faculty bring their experiences, perceptions, and global perspectives to any relationship. tudents achieve in a culture of success. Institutional, state, and national standards are used as guides for what is taught and how it is taught. These beliefs reflect our thinking about learners and learning. The College of Education faculty is accountable for modeling and teaching the content and skills that help candidates develop professional knowledge that is aligned with institutional, state, and national standards. Therefore, candidates learn the associated content, skills, and dispositions theoretically and practically. The College prepares caring, committed, competent, and culturally responsive professionals who will work effectively in historically underserved urban communities. The candidates and professionals who are prepared in the College of Education will demonstrate a commitment to

9 9 excellence in technology integration, responsiveness to diversity, and in the acquisition of a broad base of knowledge and skills that are linked to professional standards and dispositions The Mission for the Department of Counseling Our mission is to prepare counselors, who value equity and equality, to meet the demands of a culturally and linguistically diverse clientele through a special emphasis on knowledge bases and internships in an urban setting. The Counseling program will prepare counselors to fulfill the following roles: erve as advocates, leaders, counselors, and consultants to increase the options of clients they serve; Become managers of resources and partnership builders, enlisting the support of stakeholders in the local, national, and international communities; Develop in students a commitment to achieve and provide conditions that enable clients to accomplish their goals; erve as problem solvers for clients living in an urban environment in particular, as well as those attempting to cope with societal demands in non-urban settings; and Develop professionals capable of conducting research germane to urban challenges. The C O E Proficiencies Proficiencies are organized into three categories, with proficiencies for caring and committed educators combined in one category. A competent educator: 1. demonstrates knowledge of the content that is being taught and is able to assist students in the process of mastering content through the use of research-based practices; 2. demonstrates the capacity to problem solve and to think critically and reflectively; 3. demonstrates an understanding of human development and the ability to act on this understanding; 4. demonstrates an understanding of classroom organization, planning, and management and the ability to act on this understanding; 5. demonstrates an understanding of learning as a socially mediated, constructive process, and the ability to act on that understanding; 6. demonstrates an understanding of effective communication and collaboration strategies; 7. demonstrates an understanding of research, assessment and evaluation as ongoing processes involving multiple sources of information and techniques; 8. demonstrates an understanding of the importance of involving families, communities, and colleagues in the education of all children, and the ability to act on this understanding; and 9. demonstrates knowledge of current technology in educational practice, and the ability to apply it in a classroom or school setting. A caring and committed educator: 10. acts on the belief that all children can learn and creates instructional opportunities that adapt to learners from diverse cultural backgrounds and with exceptionalities; 11. understands the right of all students to have access to a curriculum that allows them to develop to their fullest potential and is able to act as an advocate for students in this respect. 12. demonstrates an understanding of the urgency to accommodate the nature and needs of each learner, and is able to act on this understanding; 13. demonstrates a commitment to high moral and ethical values; and 14. assumes accountability for the outcomes of instruction and continually validates the effects of his/her choices and actions on others.

10 10 The culturally responsive educator: 15. values and appreciates cultural differences within a classroom or school setting and is able to apply an understanding of cultural and linguistic diversity to the design and implementation of instruction. G raphical Representation of the Conceptual F ramework The process by which urban professionals are prepared is referred to as ExPO which stands for College of Education (COE) expectations, practices, and outcomes. The overall expectation for candidates at Texas outhern University given its underlying vision, mission, and philosophy, is that the COE will facilitate the preparation of urban professionals (that is, administrators, counselors, and teachers). Faculty responds to this expectation with practices that result in candidate acquisition of knowledge, skills, and dispositions at initial and advanced levels. The outcomes of these practices are urban professionals who manifest caring, competent, committed, culturally responsive qualities and characteristics as depicted in the graphic. uch professionals exit the preparation program with the knowledge, skills, and dispositions necessary to succeed. The coherence of the various elements of ExPO are evident in the conceptual framework. The elements of ExPO contribute to the acquisition of the caring, competent, committed, culturally responsive qualities and characteristics central to preparing urban professionals.

11 11 Alignment of Assessment to tandards Assessment aligns with the following standards: tandard T ExE Proficiencies tudent Learning Objectives B E C 001 Human 1) demonstrates tudents will: tandard I Development knowledge of the 1. demonstrate technology Learner 002 content that is competence; Centered Environmental being taught, and is 2. identify the importance of nowledge: Influences able to assist individual counseling with a students in the The certified 003 Diversity focus upon brief counseling process of school 004 Program mastering content approaches and issues affecting counselor must Management through the use of the development and functioning know and 005 research-based of school-age children (CACREP understand: (2) Developmental practices; 2) C-C.2a, d); Counseling and consultation Guidance Program demonstrates the capacity to problem 3. identify the nature of developmentally structured theories and 006 solve, and to think activities for small groups, peer practices; Responsive critically and helper groups, classroom tandard II. ervices reflectively; 3) guidance, and programs for the Learner- 007 Individual demonstrates an total school community that understanding of Centered kills: Planning address the removal of barriers to human The certified 008 development, and learning and success (CACREP school Assessment the ability to act on C-A.3, B.3,4, C.1.c, d, 2.b, c); counselor must: 009 this understanding; 4. describe the use of collaboration (3) Counsel Consultation 6), demonstrates an and leadership skills enhancing individuals and small groups and Collaboration understanding of effective teamwork in the school and in the community (CACREP C-B.2); using 010 chool communication and 5. trace the history and evolution of appropriate Home collaboration school counseling (CACREP counseling Relationships strategies; 8) II.J.8.a; C-A.1); theories and 011 chooldemonstrates an 6. demonstrate an awareness of understanding of techniques in Community professional organizations; the importance of response to Relationships involving families, professional preparation 012 Ethical, communities, and standards; professional tandard III. Legal, and colleagues in the credentialing; ethical standards Learner- Professional education of all and guidelines of ACA and Centered Process: The tandards children, and the ability to act on this ACA; and policies, laws, and legislation relevant to school certified school understanding; 10) counseling (CACREP counselor must: acts on the belief II.J.8.c,d,e,f: C-A.4,5); (2) Facilitate that all children can 7. describe the design, management learner's ability learn and creates and delivery of a counseling instructional to achieve their program (CACREP C A.2; opportunities that potential by adapt to learners B.5, C.1.b; C-C.1.d); helping them from diverse 8. demonstrate an awareness of the set and attain cultural implications of multicultural and

12 12 challenging educational, career, and personal/social goals based on various types of information. tandard V. Learner- Centered Communication : The certified school counselor must: (1) Demonstrate effective communication through oral, written, and nonverbal expression; (3) upport responsive interventions by effectively communicating with parents/guardia ns, teachers, administrators, and community members, & (4) Facilitate learner's access to community resources tandard V I. Learner- Centered Profession Development: The certified school counselor must: (1) Use backgrounds and with exceptionalities; 11) demonstrates an understanding of the urgency to accommodate the nature and needs of each learner, and is able to act on this understanding; 12) demonstrates a commitment to high moral and ethical values; 16) demonstrates by appropriate behaviors during class settings and in work environment; The candidate has been alert and responsive; 18) demonstrates punctuality with regard to arrival to class, practicum, student teaching, field experience, meetings and etc; 19) maintains confidentiality; diversity issues as related to students (CACREP C-A.6); 9. discuss social and educational reform and other influences on students, and demonstrate an understanding of the advocacy role of the counselor (CACREP II.J.8.g); 10. discuss the impact and use of technology with a counseling program; 11. understand the need for parental involvement, and identify varied approaches to assist students and parents with educational transitions and developmental life crises (CACREP C-.2.d.e, 3.b); 12. understand the need for referral procedures with regard to brokering of services, information provision, and collaborative efforts (CACREP C-B.1, 2; C.3.a); and 13. understand how the effective use of data can support equitable opportunity for all students and provide accountability measures (CACREP C-C.1.a).

13 reflection, selfassessment, and interactions with colleagues to promote personal professional development; 13

14 Alignment C F Outcomes A Competent Counselor demonstrates: 1. genuine facilitative counseling skills 2. the ability to recognize and address emotions 3. the ability to develop a theoretically based case conceptualization 4. the ability to effectively assess clients and develop appropriate treatment plans. 5. the ability to evaluate the intervention and make appropriate adjustments to intervention as necessary 6. the ability to design, plan, implement and facilitate groups 7. the ability to establish and maintain effective collaboration and/or consultation professional relationships within and outside the work setting 8. good listening skills and is approachable at work and in the community 9. a commitment to personal development and is able to facilitate self growth exploration 10. the ability to generalize learning from situation to situation 11. leadership, self-respect and responsibility in professional roles 12. the ability to maintain self control and displays appropriate reactions 13. a commitment to professional development, and a readiness to actively contribute and participate within the profession and professional organizations 14. equitable treatment and respect for all individuals 15. an understanding of ethical and legal guidelines within educational and counseling environments 16. values and maintains confidentiality of communications and records within legal guidelines and Link to NCATE Elements -nowledge -kills D-Disposition AC A American chool Counselor Association IV-B-3 IV-B-3a-b IV-C-2 T ExE Domain I Competency 006 IV-B-3c Domain I Competency 003 II-A-5 Domain I Competency 001 I-A-9 Domain II Competency 006 III-B-8 Domain II Competency 004 IV-B-3 IV-B-3a-b IV-C-2 I-B-4 IV-B-5a IV-B-6a Domain II Competency 006 Domain III Competency 008 Competency 009 I-B-2c Domain III Competency 008 Competency 009 III-B-1 III-B-1i III-B-6a III-B-6c I-B-2 I-C-6 Domain III Competency 010 Domain II Competency 005 Domain III Competency 010 II-B-4g Domain III Competency 010 III-B-1f-g Domain III Competency 010 IB-1h Domain I Competency 002 II-A-7 Domain III Competency 010 II-B-4i Domain III Competency 010 tandard V C A C R EP D.2. C.6. C.1. C.4. D.3. C.2. C.5. M.1-7. N.1-5. D.1. D.5. M.1-7. O.1-5. D.1. A.1-7. E.1.; E.3.; E.4. F.1.; F.3. H.1. B.1. D.5. 14

15 Candi nowledge, kills and Dispositions Print Your Name: Date: Your T-Number Department: Certification area: Indicate your status or classification: During my course work I demonstrated: A Competent counselor demonstrates: nowledge kills 1 trongly disagree 2 Disagree 3 No Opinion 4 Agree 5 trongly Agree 1.demonstrates genuine facilitative counseling skills 2. demonstrates the ability to recognize and address emotions 3. demonstrates the ability to develop a theoretically based case conceptualization; 4. demonstrates the ability to effectively assess clients and develop appropriate treatment plans; 5. demonstrates intervention and make appropriate adjustments to intervention as necessary 6. demonstrates the knowledge and ability to design, plan, implement and facilitate groups; 7. demonstrates the ability to establish and maintain effective collaboration and/or consultation professional relationships within and outside of the work setting; 8. demonstrates good listening skills and is approachable at work and in the community; 9. demonstrates a commitment to personal development and is able to facilitate self growth exploration; 10. demonstrate the ability to generalize learning from situation to situation; 11. demonstrates leadership, self-respect and responsibility in professional roles; 12. demonstrates the ability to maintain self control and displays appropriate reactions; A Committed and Culturally Responsive educator: 13. demonstrates a commitment to professional development, and a readiness to actively contribute and participate within the profession and professional organizations; 14. demonstrates equitable treatment and respect for all individuals; 15. demonstrates an understanding of ethical and legal guidelines within educational and counseling environments; 16. values and maintains confidentiality of communications and records within legal guidelines and requirements of both educational and counseling environments; 17. respects the ethical and moral values and concerns of the clients/students, school/community agency, and community at large; and 18. demonstrates integrity and the ability to remain objective within educational and counseling environments. Transition Point 2: COUN 539, 638, 735 & 736 Transition Point 3: COUN 839 & COUN 840 Form A: Advanced Program Revised Fall 2011

16 Candi nowledge, kills and Dispositions