Program Course Information:

EDUC 706/Leadership and Collaboration in School Counseling Summer 2013 Syllabus Online and CCEE 100 June 20, 2013 July 23, 2013 Tuesdays and Thursdays 6:00-8:50 Program Course Information: PROGRAM: School Counseling EDUC 706 SECTION 001 COURSE TITLE: Leadership and Collaboration in School Counseling INSTRUCTOR NAME and CONTACT INFORMATION: Eric Sparks 919-280-7504 ericsparks4@aol.com or esparks@email.unc.edu Office Hours: By appointment DATE SYLLABUS REVISED: April 14, 2013 COURSE DESCRIPTION: This primarily-online course will engage students in an analysis of the role of comprehensive school counseling programs in the educational system and school counseling profession. This will include, but is not limited to, the organization and leadership of school counseling programs, collaboration for student success, advocacy for the school counseling profession, and the use of technology to advance school counseling. The course will be held primarily online with several inperson meetings. Students are required to have taken 18 hours in counseling courses. UNC-CH School of Education Conceptual Framework: METHODS OF INSTRUCTION: Course will include a variety of instructional methods including lecture, online presentations, cooperative learning groups, role-play, case studies, guest speakers, and inclass and online discussion. Preparing Leaders in Education The School of Education is committed to the preparation of candidates who can assume leadership roles in the field of education. Such preparation is accomplished through the coherent integration of the abilities and predispositions of candidates, the knowledge and abilities of faculty, and the contextual elements of academic and field settings. Candidates accept their professional responsibilities and focus their expertise and energy on supporting Birth-12 student development and learning. They must work to maintain a meaningful involvement in activities within schools and in partnership with parents and the community. The growth and development of candidates is promoted through curriculum, instruction, research, field experiences, clinical practice, assessments, evaluations, and interactions with faculty and peers. All of these elements work together to build a solid foundation for exemplary practice in education, creating educational practitioners who are prepared to better serve children, families and schools, as well as business and agencies of government within North Carolina, across the nation and throughout the world. For Equity and Excellence Preparation of educational leaders for today's society is based in values of equity and excellence that assure our candidates' and their students' future success. Attending to the challenge of promoting both equity and excellence is imperative. To address only one of these goals would, on the one hand, sacrifice those put at risk by social and cultural hierarchies in society or would, on the other hand, fail to press for the highest possible levels of accomplishment. Equity and excellence must be pursued concurrently to assure that all students are well served and that all are encouraged to perform at their highest level. Within the School of Education, equity is seen as the state, quality, or ideal of social justice and fairness. It begins with the recognition that there is individual and cultural achievement among all social groups and that this achievement benefits all students and educators. Equity acknowledges that ignorance of the richness of diversity limits human potential. A perspective of equity also acknowledges the unequal treatment of those who have been historically discriminated against based on their ability, parents' income, race, gender, ethnicity, culture, neighborhood, sexuality, or home language, and supports the closure of gaps in academic achievement. Decisions grounded in equity must establish that a wide range of learners have access to high quality education in order to release the excellence of culture and character which can be utilized by all citizens of a democratic society. Within the School of Education, excellence is seen as striving for optimal development, high levels of achievement and performance for all and in all that is done. In preparatory programs across grade levels, curriculum and instruction furthers excellence when it moves a learner as effectively as possible

toward expertise as a thinker, problem solver and creator of knowledge. Excellence entails a commitment to fully developing candidates, not only academically but also in moral and political senses. In a Democratic Society The preparation of exemplary practitioners in education to meet the challenges of equity and excellence is best accomplished through preparation for a democratic society. Democracy around the globe is an ideal, one with the potential to meet the needs, recognize the interests and establish the rights of all citizens. Education is a necessary foundation for this ideal, and both must be subscribed to and participated in by all. School of Education Conceptual Framework Principles The School of Education is committed to diverse, equitable, democratic learning communities. As a result, candidates are expected to acquire and apply the knowledge, skills and dispositions that prepare them to support the development and education of all students. The School of Education uses the following unit principles, applicable at all program levels, to identify the knowledge and skills that are central to preparation of candidates. It is the School of Education 19s goal that candidates will become leaders supporting and promoting the development, teaching and learning of all students in multiple contexts. 1. Candidates possess the necessary content knowledge to support and enhance student development and learning. 2. Candidates possess the necessary professional knowledge to support and enhance student development and learning, including meeting student needs across physical, social, psychological, and intellectual contexts. Candidates incorporate a variety of strategies, such as technology, to enhance student learning. 3. Candidates possess the necessary knowledge and skills to conduct and interpret appropriate assessments. 4. Candidates view and conduct themselves as professionals, providing leadership in their chosen field, including effective communication and collaboration with students and stakeholders. Course Objectives: SOE Conceptual Framework Dispositions Certain dispositions are essential to prepare leaders who support equity and excellence in education within a democratic society. Dispositions are beliefs that foster commitments, leading to actions within educational environments with students, colleagues, families, and communities. Candidates strengthen these dispositions as they think deeply, reflect critically and act responsibly in their professional practice. These dispositions are interconnected with knowledge and skills; specific dispositions connect to and exemplify unit principles, facilitating their enactment in particular programs. 1. Candidates will exhibit behavior that demonstrates a belief that all individuals can develop, learn, and make positive contributions to society. 2. Candidates will exhibit behavior that demonstrates a belief that continuous inquiry and reflection can improve professional practice. 3. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and (CACREP IIK 1i) advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and (CACREP IIK 1i) PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE Studies that provide an understanding of all of the following aspects of professional functioning: 1. Students will understand professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications (CACREP IIK1b) 2. Students will understand the role and process of the professional counselor advocating on behalf of the profession; (CACREP IIG1h) 3. Students will understand advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and (CACREP IIK G1i) PROFESSIONAL IDENTITY 4. Evidence exists of the use and infusion of technology in program delivery and technology s impact on the counseling profession. (CACREP IIK f) SCHOOL COUNSELING: FOUNDATIONS 5. Students will understand history, philosophy, and current trends in school counseling and educational systems. (CACREP School A1) 6. Students will understand role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. (CACREP School Counseling A3) 7. Students will understand current models of school counseling programs (e.g., American School

Counselor Association [ASCA] National Model) and their integral relationship to the total educational program. (CACREP School Counseling A5) 8. Understands 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. (CACREP School Counseling A7) SCHOOL COUNSELING: COUNSELING, PREVENTION, AND INTERVENTION 9. Students will know how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students. (CACREP School Counseling C2) SCHOOL COUNSELING: DIVERSITY AND ADVOCACY 10. Students will be able to identify community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. (CACREP School Counseling E2) SCHOOL COUNSELING: ACADEMIC DEVELOPMENT 11. Students will understand the relationship of the school counseling program to the academic mission of the school. (CACREP School Counseling K1) SCHOOL COUNSELING: COLLABORATION AND CONSULTATION Knowledge (CACREP School Counseling M) 12. Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration. 13. Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger community. 14. Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. 15. Understands systems theories, models, and processes of consultation in school system settings. 16. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. 17. Knows school and community collaboration models for crisis/disaster preparedness and response. Skills and Practices (CACREP School Counseling N) 18. Locates resources in the community that can be used in the school to improve student achievement and success. 19. Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. 20. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. SCHOOL COUNSELING: LEADERSHIP Knowledge (CACREP School Counseling O) 21. Knows the qualities, principles, skills, and styles of effective leadership. 22. Knows strategies of leadership designed to enhance the learning environment of schools. 23. Knows how to design, implement, manage, and evaluate a comprehensive school counseling program. 24. Understands the important role of the school counselor as a system change agent. 25. Understands the school counselor s role in student assistance programs, school leadership, curriculum, and advisory meetings. Skills and Practices (CACREP School Counseling P) 26. Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. 27. Plans and presents 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). Activities & Assignments: 1. Role Paper Revision DUE JULY 2 nd Take your role paper from EDUC 605 Intro to Strengths-Based School Counseling Course from the first summer session and write a maximum three page reaction to your initial vision of the school counselor s role. Papers should include (1) areas that you still endorse, (2) those you now would discard or critique, (3) as well as how your thoughts about the school counselor role have evolved after a year as a school counselor intern. Students will discuss the reaction in small groups by level and facilitate discussion with the entire class.

2. Leadership Style and Collaboration DUE JULY 9 What is your leadership style? Based on class readings and/or other leadership resources that you have studied, discuss your leadership style and describe how the qualities of that leadership style will a) enhance the learning environment and b) help you collaborate effectively with school staff or community members c) help you implement and evaluate a comprehensive school counseling program. Include topics such as the school counselor s role in student assistance programs, school leadership, curriculum, advisory meetings, etc. (2-3 pages). 3. School Counseling Program Assessment DUE JULY 11 Complete a School Counseling Program Assessment for your internship placement site using the assessment form on pp. 59-62 of the ASCA National Model. Turn in: (1) the completed assessment, (2) a concise summary of the major findings of the assessment including suggestions to improve the school counseling program at the internship site (2-3 pages). Optional: Do you have recommendations for revisions for the ASCA National Model? Include no more than one page on how the model might need revision based on practical considerations. After completion, you may want to share your findings with your site supervisors and/or others (e.g., your school counseling department, administrators, teachers, parents, and/or central office leadership). 4. School Board Presentation DUE JULY 16 Effective advocacy is a competency expected of all school counselors. Create a presentation for the school board for your internship site about an issue from the NCSCA legislative agenda. Your presentation could be in the form of a PowerPoint presentation, Prezi, imovie or a video about the issue, or submit a presentation format for approval. Be sure to include how students will be impacted if your advocacy issue is addressed and how the issue impacts comprehensive school counseling programs. Provide supporting evidence for your argument. 5. Education Reform in NC DUE JULY 23 Choose a topic from education reform that is being discussed in NC or has been approved recently. Examples include SC evaluation, Common Core, tenure, charter schools, grading schools, Race to the Top, two types of diplomas, or others. Create a 3-5 minute video that addresses the following topics. 1) What specific impact would this reform have on a comprehensive school counseling program based on the ASCA National Model? 2) How would you provide leadership and collaborate with others with respect to the reform movement? 3) If the reform were instituted, how would you adapt your school counseling program to meet the reform? Requirements: Required Text/Readings American School Counselor Association. (2005). ASCA national model for school counseling: A framework for school counseling. (2 nd ed.) Alexandria, VA: Author. American School Counselor Association (2013). School counseling leadership: An essential practice. Alexandria, VA: Author. AVAILABLE EARLY JUNE 2013 Public Schools of North Carolina (2012). North Carolina school counselor evaluation process users guide. Raleigh, NC: Author. (available free online) The College Board (2011). Enhancing the principal-school counselor relationship. New York, NY: Author (available free online) Additional required readings will be referenced (web, library) or distributed throughout the course. Attendance and Participation Students will participate in lecture, online discussions and assignments, and experiential activities. Your attendance, promptness, commitment, and overall participation will greatly enhance your learning.

Student Performance Evaluation Criteria and Procedures 1. Attendance and Course Participation = 10pts 2. Role Paper Revision = 10pts 3. Leadership and Collaboration Paper = 20pts 4. School Counseling Program Assessment Project = 20pts 5. School Board Presentation = 15 pts 6. Education Reform in NC = 25 points (100-94 is an H, 93-88 is a P, 87-80 is an L, below 80 is an F or incomplete) Topics and Schedule: Date Topic/Instructional Method Assignments for This Session June 20 COURSE INTRODUCTION *CLASS HELD IN CCEE Overview of Leadership and Collaboration ROOM 100 June 25 June 27 July 2 July 9 July 11 July 16 July 18 July 23 LEADERSHIP School Improvement Teams ROLE OF THE SCHOOL COUNSELOR Comp SC Program Assessment ASCA RAMP PRINCIPAL/SCHOOL COUNSELOR RELATIONSHIP PROFESSIONAL NCSCA Presentation ASCA Resources TECHNOLOGY Technology in School Counseling What s there and what s needed? FAMILY-SCHOOL-COMMUNITY COLLABORATION Disaster Response SYSTEMIC CHANGE SC Evaluation Process Education Reform Common Core SCHOOL COUNSELING COMPETENCIES REVIEW Leadership readings, online students. Role readings, Comp SC Program readings, RAMP Rubric, online questions, discussions with other students Role Paper Revision Due Principal/school counselor relationship readings, online students *CLASS HELD IN CCEE ROOM 100 Leadership & Collaboration Paper Due Explore NCSCA and ASCA websites School Counseling Program Assessment Due Technology readings, online students School Board Presentation Due Collaboration readings, crisis response readings, online students School counselor evaluation readings, education reform readings, systemic change readings, online questions, discussions with other students Education Reform in NC Video Due Enjoy the rest of your summer! GOOD LUCK IN YOUR FIRST JOB AS A SCHOOL COUNSELOR! Disability Services Information: Honor Code Information: If you have a medical condition/disability that may require reasonable accommodation to ensure equal access to this course, please contact the Department of Disability Services at 962.8300, on the internet at http://disabilityservices.unc.edu/eligibility/index.html or via email at disabilityservices@unc.edu The University of North Carolina at Chapel Hill has had a student-administered honor system and judicial system for over 100 years. The system is the responsibility of students and is regulated and governed by

References & Resources: them, but faculty share the responsibility. If you have questions about your responsibility under the honor code, please bring them to your instructor or consult with the office of the Dean of Students or the Instrument of Student Judicial Governance. This document, adopted by the Chancellor, the Faculty Council, and the Student Congress, contains all policies and procedures pertaining to the student honor system. Your full participation and observance of the honor code is expected. If you require further information on the definition of plagiarism, authorized vs. unauthorized collaboration, unauthorized materials, consequences of violations, or additional information on the Honor Code at UNC, please visit http://honor.unc.edu. American School Counselor Association (2012). ASCA national model for school counseling: A framework for school counseling. (2 nd ed.) Alexandria, VA: Author. American School Counselor Association (2010). Ethical standards for school counselors. Alexandria, VA: Author. American School Counselor Association (2010). School counselor competencies. Alexandria, VA: Author. American School Counselor Association (2013). School counselor resource guide (Leadership). Alexandria, VA: Author. AVAILABLE EARLY JUNE 2013 Council for Accreditation of Counseling and Related Educational Programs (2009). The 2009 CACREP standards. Alexandria, VA: Author. Galassi, J., & Akos, P. (2007). Strengths-based school counseling: Promoting student development and achievement. Mahwah, NJ: Lawrence Erlbaum Associates. Gysbers, N.C., & Henderson, P. (2006) Developing and managing your school guidance program. Alexandria, VA: American Counseling Association. Sabella, R.A. (2007) School counseling principles: Foundations and basics. Alexandria, VA: American School Counselor Association. Stone, C. (2009). School counseling principles: Ethics and law (2nd ed.). Alexandria, VA: American School Counselor Association. Young, A., & Kaffenberger, C. (2013) Making data work (3 rd ed.). Alexandria, VA: American School Counselor Association.