EDUC 660. Organization and Administration of School Counseling Programs

Transcription

1 EDUC 0 Organization and Administration of School Counseling Programs *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. Course Syllabus Course Chart Professor s Notes Page 1 of 7

2 Professor s notes* Organization and Administration of School Counseling Programs *Note: All content is based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. From a Scale 1 10 (1 = low demands; 5 = moderate demands; 10 = very demanding) 1. How would you rate the overall level of difficulty of this course? Level of demand = 8 Comments: Most of the work is application and field work based 2. How would you rate the level of the reading requirements in this course? Level of demand = 8 Comments: 3. How would you rate the level of the lecture requirements in this course? Level of demand = 1 Comments: 4. How would you rate the level of the online exam requirements in this course? Level of demand = 1 Comments: 5. How would you rate the level of the discussion board requirements in this course? Level of demand = 9 Comments: There is much discussion on the boards. A huge part of teaching takes place there. One thread may have upward of 230 postings, all responded to by the professor.. How would you rate the level of the written paper requirements in this course? Level of demand = 9 Comments: They are not written papers (APA term papers) per se, but much that must be written and presented. Additional comments: Comments: This course requires much reading and practical, job based work. The students will take with them resources to use as soon as they arrive on the campus of their new school. Page 2 of 7

3 COURSE CHART EDUC 0 Textbooks: Bowers, J. and Hatch, T., The ASCA National Model: A Framework for School Counseling Programs, (2005). (B& H) Schmidt, J., Counseling in Schools: Comprehensive Programs of Responsive Services for All Students, (2008). (Schmidt) WEEK/ MODULE READING & STUDY LEARNING ACTIVITIES POINTS DATE DUE 1 Schmidt Ch. 1 B & H Chs. 1 & 2 DB Forum 1 DB Forum 2 2 B & H Ch. 3 DB Forum 3 DB Forum 4 Mission & Belief Statements Spiritual Standards 50 3 B & H Ch. 4 Guidance Curriculum Lesson Article Critique 40 4 B & H Ch. 5 5 Schmidt Ch. B & H Ch Instructor s Note DB Forum 5 Intentional Guidance Activity School Counseling Calendar 20 Interview Assignment 40 7 B & H Ch. 7 Schmidt Ch. 5 B & H Appendices 2 & Brochure 40 School Board PPt Presentation Schmidt Ch. 3 Reflective Paper Comprehensive School Counseling Program 20 DB = discussion board TOTAL 1000 Page 3 of 7

4 COURSE SYLLABUS SCHOOL OF EDUCATION EDUC 0 ORGANIZATION AND ADMINISTRATION OF GUIDANCE PROGRAMS COURSE DESCRIPTION The planning and initiation of guidance programs with emphasis upon counselor s duties, organizational structure, goals and purposes, and evaluation. Some attention will also be given to budgets, legal cases, ethical problems, and physical facilities. Field experience required. RATIONALE School counseling has long been viewed as an ancillary service and has lacked clear definition, both inside and outside the profession. Due to societal changes, however, even more pressure is placed upon schools to provide services to students that will enhance the overall ability of the student to perform academically. School counselors are being challenged to prepare citizens who can function in America s complex and multicultural society. I. PREREQUISITES None. II. REQUIRED RESOURCE PURCHASES Bowers, J. and Hatch, T. (2005). The ASCA national model: A framework for school counseling programs. Alexandria, VA: American School Counselor Association. ISBN: Schmidt, J. J. (2008). Counseling in schools: Comprehensive programs of responsive services for all students. (5 th ed.). Boston: Allyn & Bacon. ISBN: Student Membership at provides professional portfolio development that incorporates select course assignments submitted for grading. A one time purchase is required for licensure students in the School of Education graduate program. III. ADDITIONAL MATERIALS FOR LEARNING A. Computer with basic audio and video equipment B. Internet access (broadband recommended) C. Microsoft Word (Microsoft Office is available at a special discount to LU students.) Page 4 of 7

5 D. American Psychological Association. (2005). Concise rules of APA style. Washington, DC: American Psychological Association. ISBN: IV. MEASURABLE LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: A. Develop a biblically based philosophy of school counseling. B. Evaluate the legal and ethical responsibilities of an effective school counselor from a biblical basis. C. Define the role of the school counselor in relation to the purpose and goals of the schools. D. Design a comprehensive school counseling program inclusive of services offered, budget, facilities, and an evaluation strategy for determining the effectiveness of the program. V. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings and lecture notes B. Discussion Board forums (5) The student will create threads responding to each forum s discussion topic and will reply to other students responses. Each forum activity is to be completed by the end of the week in which it is assigned. C. Mission & Belief Statements Based on the provided guidelines, each student will create a mission statement and a belief statement aligned with the mission and beliefs of his or her school, local board of education, and state board of education. D. Spiritual Standards Following the format of the American School Counselor Association s National Model, the student will create two standards for a possible Spiritual Domain to be incorporated within the National Model. E. Guidance Curriculum Lesson For this assignment, the student is to develop a Classroom Guidance Activity for a grade level and topic chosen. Requirements include a topic description and justification, lesson objectives, lesson plans, handouts, a write up of the lesson, the pre and post tests, and an explanation of how the classroom teacher s permission for implementation will be gained. Page 5 of 7

6 F. Article Critique The student will critique an article from a professional journal. The critique should clearly identify the issue, review the author s discussion, and provide the student s own analysis. The critique should be 2 3 pages in length. The review and the analysis should each be approximately one page in length. G. Intentional Guidance Activity The student will design an Intentional Guidance Activity for his or her school, targeting pupils whose achievements fall short of the rest of the student body. Included in the assignment will be the rationale for the group selected, activity objectives, activity description, any assessments, and an explanation of anticipated results. H. School Counseling Calendar The student will create sample daily, weekly, monthly, and yearly calendars based on the ASCA National Model and the activities viewed as vital to the profession. I. Interview Assignment The student will visit a local school and interview a principal, guidance counselor, and teacher using questions provided. The student will then write a summary and analysis of the interviews based on given criteria. J. Brochure The student will construct a brochure advertising a school or collegiate guidance program. Information to include is outlined in the course. K. School Board PowerPoint Presentation The student will develop a PowerPoint presentation arguing for the development of a professional school counseling program aligned with the ASCA National Model. Though at most only fifteen slides, the presentation should be comprehensive enough to convince a school board of the program s importance and should include cited sources and a budget. L. Reflective Paper The student will write a reflective paper discussing what he or she has learned in this course about professional school counseling. The page is not to exceed seven pages. M. Comprehensive School Counseling Program The student will create a comprehensive counseling program for a local school. This is the Benchmark Assignment for the course and will provide the student with a helpful wish list and ideas for use in his or her career. It will include the school setting, mission and belief statements, the needed resources and facilities, a description of the program, and assessment procedures. Page of 7

7 VI. COURSE GRADING AND POLICIES A. Points B. Scale Discussion Board forums (5 at pts. each) Mission & Belief Statements Spiritual Standards Guidance Curriculum Lesson Article Critique Intentional Guidance Plan School Counseling Calendar Interview Assignment Brochure School Board PowerPoint Presentation Reflective Paper Comprehensive School Counseling Program Total 30 pts. pts. 50 pts. pts. 40 pts. pts. 20 pts. 40 pts. 40 pts. 200 pts. pts. 20 pts pts. A = B = 939 C = D = 749 F = 0 79 C. Late Policy The student will lose 10% of his or her assignment grade for each day the assignment is late. D. Disability Assistance Students with a documented disability may contact the DLP Office of Disability Academic Support (ODAS) at dlpodas@liberty.edu to make arrangements for academic accommodations. Page 7 of 7