Assessment Matrix Curriculum Map. Program: Counseling and Human Development

Johns Hopkins University School of Education Assessment Matrix Curriculum Map Program: Counseling and Human Development

The following flow chart illustrates the SOE Assessment System process SOE Assessment System SOE Vision Professional Standard SOE Conceptual Framework Student Outcomes National or State Standard Content Experts Reflective Practitioners Committed to Diversity Data-based Decision- Makers Integrators of Applied Technology Program Goals Objectives Student Learning Outcomes Courses Education Experiences External Experiences Assessments Transition Points Student Scores Student Achievements Target Acceptable 1 Unacceptable

PROGRAM Counseling and Human Development DATE May 28, 2013 School of Education Curriculum Map Conceptual Framework Aligned with Standards and Program Goals SOE Vision and Mission VISION The Johns Hopkins University School of Education will lead the world in attracting the most talented and diverse individuals into the fields of education, counseling, and public safety. We will guarantee educational improvement and community well-being by assuring that our students, and others in the profession, have the most innovative tools and effective approaches to advance learning MISSION The Mission of the School of Education is to support and advance the quality of education and human services for the continuous development of children, youth, and adults. Conceptual Framework Outcomes Content experts Reflective practitioners Committed to diversity Data-based decision makers Professional Standards NCATE, CACREP, ELCC, SPA, etc. 2 National/State Standards Program Goals CACREP- SC: C.1 ASCA- I-A-1. Students will demonstrate proficiency in the eight major counseling content areas: social and cultural diversity, human growth and development, career development group work, assessment, helping relationships, research and program evaluation, professional orientation and ethics. CACREP Section III:G.1.A,B,C,D,E,F,G,H,I,J CACREP SC:E.1,2,3 Section 2:G.2.a-f CACREP: SC:A.1,2,4,5 ASCA- I-B-1a. I-B-1b. ASCA- IV-A-7 III-B-3c. ASCA- III-A-5 III-B-1.a III-B-3.c The prospective school counselor will understand the essentials of basic counseling skills; attending, listening, and interviewing stages of clinical treatment; and client/counselor relationships. Students will demonstrate selfgrowth and awareness and observational skills as related to becoming a facilitator of individual, group, family, and systems change. The prospective school counselor will understand aspects of counseling clients from diverse ethnic, racial, and socioeconomic backgrounds. *The prospective school counselor will understand how to critically evaluate research relevant to the school counseling profession. *School counseling students will learn to apply current and emerging technologies so that they may use them to assist students, families, and educators to promote informed academic, career, and

Effective integrators of applied technology CACREP Section II:F Evidence exists of the use and infusion of technology in program delivery and technology s impact on the counseling profession. CACREP- SC:O.3- ASCA I-B-1g. IV-B-1f V-B-1i. personal/social choices. *Students will use one or more types of multi-media technology (i.e., word processing, PowerPoint) to complete assignments. *Additionally, students will learn to gather critical electronic information, such school report card data, and employ the power of electronically disaggregated data. *Materials for select courses are provided via a web-based community called ELC (Electronic Learning Community) at http://cte.jhu.edu. *Students will use discussion boards to post comments about topics related to school counseling. 3

School of Education Curriculum Map Conceptual Framework Aligned with Program Assessment Components Conceptual Framework Outcomes Content experts Reflective practitioners Program Goals (carry over from previous page) Students will demonstrate proficiency in the eight major counseling content areas: social and cultural diversity, human growth and development, career development group work, assessment, helping relationships, research and program evaluation, professional orientation and ethics. The prospective school counselor will understand the essentials of basic counseling skills; attending, listening, and interviewing stages of clinical treatment; and client/counselor relationships. Students Program Objectives *To challenge and support student development and faculty professional growth in social justice principles, advocacy, multiculturalism, human dignity, and positive interactions, as evidenced by students portfolios, teaching evaluations, and student competency evaluations * To achieve program excellence defined by maintaining CACREP accreditation and impact in local school communities/districts, as evidenced by accreditation status and number of successful department K-12 school partnerships. *3. To provide cutting edge research and excellent instruction as evidenced by faculty scholarship and teaching evaluations. Student Learning Outcomes Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) * See above objectives -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Assessments Admissions (GPA, Essay, Letters of Recommendation, Undergraduate college selectivity) eportfolio Evaluation Lab Course Evaluations CPCE Course assignments Course Grades Academic Plan Advisor/Instructor Input Practicum Grades Internship Grades Course Grades University and Site Supervisor Evaluation Employer Survey School partner feedback MSDE data linked to our students Admissions (Essay, Letters of Recommendation) eportfolio Evaluation Advocacy Project Lab Course Evaluations Practicum Internship CPCE Course assignments Transition Points Admissions Mid-Program/Pre- Internship Program Completion Post-Graduation (2 years out) Post-Graduation (5 years out) Admissions Mid-Program/Pre- Internship Program Completion Post-Graduation (2 years out) Post-Graduation (5 years out) 4

will demonstrate selfgrowth and awareness and observational skills as related to becoming a facilitator of individual, group, family, and systems change. Course Grades University and Site Supervisor Evaluations Triadic and Group Field Experience Assessment Results Employer Survey School partner feedback Alumni Survey Committed to diversity The prospective school counselor will understand aspects of counseling clients from diverse ethnic, racial, and socioeconomic backgrounds. * See above objectives -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Dispositive Questions during admissions Interview Admission Interview Activities - Scenarios Essay Dispositions Faculty Review Course Grades Practicum Course Grade Practicum - University and Site Supervisor Evaluations Triadic and Group Supervision Dispositions Faculty Review Internship University and Site Supervisor Evaluation Field Experience Assessment Advocacy Project eportfolio Employer Survey School Partner Feedback Admissions Mid-Program/Pre- Internship Program Completion Post-Graduation (2 years out) Post-Graduation (5 years out) Data-based decision makers *The prospective school counselor will understand how to critically evaluate research relevant to the school counseling profession. *School counseling students will learn to apply current and emerging technologies * See above objectives -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) 5 Admissions Process - submission of all required documents Writing Sample Admissions Essay Course Grades Practicum Course Grade Practicum - University and Site Supervisor Evaluations Triadic and Group Admissions Mid-Program/Pre- Internship Program Completion Post-Graduation (2 years out) Post-Graduation (5 years out)

Effective integrators of applied technology so that they may use them to assist students, families, and educators to promote informed academic, career, and personal/social choices. *Students will use one or more types of multimedia technology (i.e., word processing, PowerPoint) to complete assignments. *Additionally, students will learn to gather critical electronic information, such school report card data, and employ the power of electronically disaggregated data. *Materials for select courses are provided via a web-based community called ELC (Electronic Learning Community) at http://cte.jhu.edu. *Students will use discussion boards to post comments about topics related to school counseling. * See above objectives -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Supervision Course Grades CPCE eportfolio Field Experience Assessment Results Internship University and Site Supervisor Evaluation Advocacy Projects Employer Survey School Partner Feedback Admissions Process - submission of all required documents Writing Sample Lab Course Evaluations Course Grades Practicum Grade CPCE eportfolio Field Experience Assessment Results Practicum and Internship University and Site Supervision Evaluation Advocacy Project Employer Survey School Partner Feedback Admissions Mid-Program/Pre- Internship Program Completion Post-Graduation (2 years out) Post-Graduation (5 years out) 6

CONCEPTUAL FRAMEWORK DOMAIN 1: CONTENT EXPERTS 1) ADMISSIONS Please write 2-3 sentences summarizing expectations for candidates related to being a CONTENT EXPERT at the transition point of ADMISSIONS. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a CONTENT EXPERT at the transition point of ADMISSIONS? Evidence* Where Can this Evidence Be Found? Are Data Entered Anywhere (if so, where)? Standard Addressed (if applicable) Student Learning Outcome Addressed Application Review Rubric Anna s Computer moving towards entry in TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -build collaborative relationships with community stakeholders (LO5) GPA Anna s Computer moving towards entry in TK20 CACREP- SC: C.1 ASCA- I-A-1. Essay, Anna s Computer moving towards entry in TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -build collaborative relationships with community stakeholders (LO5) Letters of Recommendations Anna s Computer moving towards entry in TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -build collaborative relationships with community stakeholders (LO5) Undergraduate college selectivity Anna s Computer moving towards entry in TK20 CACREP- SC: C.1 ASCA- I-A-1. *When the evidence cited is a formal assessment (e.g. an observation), please also provide a description and applicable rubric following the template on page 32 below. 7

2) MID-PROGRAM/PRE-INTERNSHIP Please write 2-3 sentences summarizing expectations for candidates related to being a CONTENT EXPERT at the transition point of MID-PROGRAM/PRE- INTERNSHIP. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a CONTENT EXPERT at the transition point of MID-PROGRAM/PRE- INTERNSHIP? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Lab Course Evaluations TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) Course Grades TK20 CACREP- SC: C.1 ASCA- I-A-1. -build collaborative relationships with community stakeholders (LO5) -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) Academic Plan (with Anna/faculty advisors) moving towards Sharepoint? 8 CACREP- SC: C.1 ASCA- I-A-1. -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4)

Advisor/Instructor Input TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) Practicum Grades TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 9

3) PROGRAM COMPLETION Please write 2-3 sentences summarizing expectations for candidates related to being a CONTENT EXPERT at the transition point of PROGRAM COMPLETION. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a CONTENT EXPERT at the transition point of PROGRAM COMPLETION? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Course Grades CACREP- SC: C.1 ASCA- I-A-1. CPCE Anna s Computer CACREP- SC: C.1 ASCA- I-A-1. eportfolio TK20 CACREP- SC: C.1 ASCA- I-A-1. -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) 10

-build collaborative relationships with community stakeholders (LO5) Field Experience Assessment Results TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) University and Site Supervisor Evaluation TK20 CACREP- SC: C.1 ASCA- I-A-1. -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 11

4) POST-GRADUATION (2 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a CONTENT EXPERT at the transition point of POST-GRADUATION (2 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a CONTENT EXPERT at the transition point of POST-GRADUATION (2 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery, CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) School partner feedback Betsy Emery, Counseling Advisory Council CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention 12

and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) MSDE data linked to our students?? CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 13

5) POST-GRADUATION (5 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a CONTENT EXPERT at the transition point of POST-GRADUATION (5 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a CONTENT EXPERT at the transition point of POST-GRADUATION (5 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery, CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) School partner feedback Betsy Emery, Counseling Advisory Council CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role 14

and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) MSDE data linked to our students?? CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 15

CONCEPTUAL FRAMEWORK DOMAIN 2: REFLECTIVE PRACTITIONERS 1) ADMISSIONS Please write 2-3 sentences summarizing expectations for candidates related to being a REFLECTIVE PRACTITIONER at the transition point of ADMISSIONS. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a REFLECTIVE PRACTITIONER at the transition point of ADMISSIONS? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Essay Anna s Computer moving towards entry in TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Letters of Recommendation Anna s Computer moving towards entry in TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 16

2) MID-PROGRAM/PRE-INTERNSHIP Please write 2-3 sentences summarizing expectations for candidates related to being a REFLECTIVE PRACTITIONER at the transition point of MID-PROGRAM/PRE- INTERNSHIP. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a REFLECTIVE PRACTITIONER at the transition point of MID- PROGRAM/PRE-INTERNSHIP? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Course Grades TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Practicum Course Grade TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Practicum - University and Site Supervisor Evaluations TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) 17

Triadic and Group Supervision University Supervisor TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 18

3) PROGRAM COMPLETION Please write 2-3 sentences summarizing expectations for candidates related to being a REFLECTIVE PRACTITIONER at the transition point of PROGRAM COMPLETION. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a REFLECTIVE PRACTITIONER at the transition point of PROGRAM COMPLETION? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Internship Course Grades ASCA- I-B-1a. I-B-1b. ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) eportfolio TK20 ASCA- I-B-1a. 19 I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3)

CPCE Anna s Computer ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) University and Site Supervisor Evaluation TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Field Experience Assessment Results TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Triadic and Group Supervision University Supervisor; TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) 20 --effectively and appropriately counsel K-12 students (LO3) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11.

4) POST-GRADUATION (2 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a REFLECTIVE PRACTITIONER at the transition point of POST-GRADUATION (2 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a REFLECTIVE PRACTITIONER at the transition point of POST- GRADUATION (2 YEARS OUT)? Evidence* Standard Addressed if Applicable Where Can this Evidence Be Found? Is Data Entered Anywhere? Student Learning Outcome Addressed Employer Survey Betsy Emery, ASCA- I-B-1a. School partner feedback Betsy Emery, Counseling Advisory Council? I-B-1b. ASCA- I-B-1a. I-B-1b. Alumni Survey Betsy Emery ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 21

5) POST-GRADUATION (5 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a REFLECTIVE PRACTITIONER at the transition point of POST-GRADUATION (5 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a REFLECTIVE PRACTITIONER at the transition point of POST- GRADUATION (5 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery, ASCA- I-B-1a. School partner feedback Betsy Emery, Counseling Advisory Council? I-B-1b. ASCA- I-B-1a. I-B-1b. Alumni Survey Betsy Emery ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 22

CONCEPTUAL FRAMEWORK DOMAIN 3: COMMITTED TO DIVERSITY 1) ADMISSIONS Please write 2-3 sentences summarizing expectations for candidates related to being COMMITTED TO DIVERSITY at the transition point of ADMISSIONS. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being COMMITTED TO DIVERSITY at the transition point of ADMISSIONS? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Dispositive Questions during admissions Interview Admission Interview Scoring Sheets - Anna ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Admission Interview Activities - Scenarios Admission Interview Scoring Sheets - Anna ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Essay Admission Interview Scoring Sheets - Anna 23 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6)

*When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 24

2) MID-PROGRAM/PRE-INTERNSHIP Please write 2-3 sentences summarizing expectations for candidates related to being COMMITTED TO DIVERSITY at the transition point of MID-PROGRAM/PRE- INTERNSHIP. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being COMMITTED TO DIVERSITY at the transition point of MID- PROGRAM/PRE-INTERNSHIP? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Dispositions Faculty Review Anna/Norma ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Course Grades TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Practicum Course Grade TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) 25 -demonstrate effective and meaningful group work with diverse groups of students (LO6) Practicum - University and Site TK20 ASCA- IV-A-7 -demonstrate cultural sensitivity and responsiveness with students,

Supervisor Evaluations III-B-3c. parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Triadic and Group Supervision University Supervisor TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 26

3) PROGRAM COMPLETION Please write 2-3 sentences summarizing expectations for candidates related to being COMMITTED TO DIVERSITY at the transition point of PROGRAM COMPLETION. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being COMMITTED TO DIVERSITY at the transition point of PROGRAM COMPLETION? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Dispositions Faculty Review Anna/Norma ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) University and Site Supervisor Evaluation TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Field Experience Assessment TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) 27

Advocacy Project Course Grade - Internship ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) eportfolio TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 28

4) POST-GRADUATION (2 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being COMMITTED TO DIVERSITY at the transition point of POST-GRADUATION (2 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being COMMITTED TO DIVERSITY at the transition point of POST- GRADUATION (2 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) School Partner Feedback Betsy Emery/ Counseling Advisory Council ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 29

5) POST-GRADUATION (5 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being COMMITTED TO DIVERSITY at the transition point of POST-GRADUATION (5 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being COMMITTED TO DIVERSITY at the transition point of POST- GRADUATION (5 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) School Partner Feedback Betsy Emery/ Counseling Advisory Council ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 30

CONCEPTUAL FRAMEWORK DOMAIN 4: DATA-BASED DECISION MAKERS 1) ADMISSIONS Please write 2-3 sentences summarizing expectations for candidates related to being a DATA-BASED DECISION MAKER at the transition point of ADMISSIONS. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a DATA-BASED DECISION MAKER at the transition point of ADMISSIONS? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Admission Application Process Admission Interview Scoring Sheets - Anna Admissions Writing Sample Admission Interview Scoring Sheets - Anna Essay Admission Interview Scoring Sheets - Anna ASCA- III-A-5 III-B-1.a III-B-3.c ASCA- III-A-5 III-B-1.a III-B-3.c ASCA- III-A-5 III-B-1.a III-B-3.c -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 31

2) MID-PROGRAM/PRE-INTERNSHIP Please write 2-3 sentences summarizing expectations for candidates related to being a DATA-BASED DECISION MAKER at the transition point of MID- PROGRAM/PRE-INTERNSHIP. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a DATA-BASED DECISION MAKER at the transition point of MID- PROGRAM/PRE-INTERNSHIP? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Course Grades TK20 ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Practicum Course Grade TK20 ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse 32

school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Practicum - University and Site Supervisor Evaluations TK20 ASCA- III-A-5 III-B-1.a -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) III-B-3.c -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 33

3) PROGRAM COMPLETION Please write 2-3 sentences summarizing expectations for candidates related to being a DATA-BASED DECISION MAKER at the transition point of PROGRAM COMPLETION. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a DATA-BASED DECISION MAKER at the transition point of PROGRAM COMPLETION? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Course Grades ASCA- III-A-5 III-B-1.a -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) III-B-3.c -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) CPCE Anna s Computer ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse 34

school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) eportfolio TK20 ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Field Experience Assessment Results TK20 ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) 35 -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) University and Site Supervisor TK20 ASCA- III-A-5 -develop and implement a plan for

Evaluation III-B-1.a III-B-3.c evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Advocacy Projects TK20 ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 36

4) POST-GRADUATION (2 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a DATA-BASED DECISION MAKER at the transition point of POST- GRADUATION (2 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a DATA-BASED DECISION MAKER at the transition point of POST- GRADUATION (2 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) School Partner Feedback Betsy Emery/ Counseling Advisory Council ASCA- III-A-5 III-B-1.a -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school 37

III-B-3.c counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 38

5) POST-GRADUATION (5 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a DATA-BASED DECISION MAKER at the transition point of POST- GRADUATION (5 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a DATA-BASED DECISION MAKER at the transition point of POST- GRADUATION (5 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) School Partner Feedback Betsy Emery/ Counseling Advisory Council ASCA- III-A-5 III-B-1.a -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) III-B-3.c -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and 39

responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 40

CONCEPTUAL FRAMEWORK DOMAIN 5: EFFECTIVE INTEGRATORS OF APPLIED TECHNOLOGY 1) ADMISSIONS Please write 2-3 sentences summarizing expectations for candidates related to being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of ADMISSIONS. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of ADMISSIONS? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Admissions Process submission of all required documents Admission Rubric Anna s Computer ASCA I-B-1g. IV-B-1f V-B-1i. - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Writing Sample Anna s Computer ASCA I-B-1g. IV-B-1f V-B-1i. - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 41

2) MID-PROGRAM/PRE-INTERNSHIP Please write 2-3 sentences summarizing expectations for candidates related to being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of MID-PROGRAM/PRE-INTERNSHIP. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of MID-PROGRAM/PRE-INTERNSHIP? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Lab Course Evaluations TK20 ASCA I-B-1g. IV-B-1f V-B-1i. Course Grades TK20 ASCA I-B-1g. IV-B-1f V-B-1i. Practicum Grade TK20 ASCA I-B-1g. IV-B-1f V-B-1i. - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 42

3) PROGRAM COMPLETION Please write 2-3 sentences summarizing expectations for candidates related to being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of PROGRAM COMPLETION. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of PROGRAM COMPLETION? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Course Grades TK20 ASCA I-B-1g. IV-B-1f V-B-1i. CPCE Anna s Computer ASCA I-B-1g. IV-B-1f V-B-1i. eportfolio TK20 ASCA I-B-1g. IV-B-1f V-B-1i. Field Experience Assessment Results TK20 ASCA I-B-1g. IV-B-1f V-B-1i. - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) University and Site Supervision Evaluation TK20 ASCA I-B-1g. - Ability to be knowledgeable and responsible consumer and skilled user 43

IV-B-1f V-B-1i. Advocacy Project TK20 ASCA I-B-1g. IV-B-1f V-B-1i. of computers, computer technology and the internet. (LO11) - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 44

4) POST-GRADUATION (2 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of POST-GRADUATION (2 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of POST-GRADUATION (2 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery ASCA I-B-1g. IV-B-1f V-B-1i. - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) School Partner Feedback Betsy Emery/ Counseling Advisory Council ASCA I-B-1g. IV-B-1f V-B-1i. - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 45

5) POST-GRADUATION (5 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of POST-GRADUATION (5 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of POST-GRADUATION (5 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery ASCA I-B-1g. IV-B-1f V-B-1i. -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) School Partner Feedback Betsy Emery/ Counseling Advisory Council ASCA I-B-1g. IV-B-1f V-B-1i. *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 46

SCHOOL OF EDUCATION ASSESSMENT MATRIX: Student Learning Outcomes by Program Courses, Educational Experiences and/or other External Measures Student Learning Outcomes PROGRAM NAME INDICATE THE COURSE (by number), EDUCATIONAL EXPERIENCE AND/OR EXTERNAL MEASURE THAT ADDRESSES EACH OF THE PROGRAM S INDIVIDUAL STUDENT LEARNING OUTCOMES PLEASE ALSO INDICATE the location were the learning outcome is introduced, reinforced or master (I = Introduce; R = Reinforce; M = Master) REQUIRED COURSES/EXPERIENCES EXTERNAL MEASURES 861.502 Theories 861.507 Techniques 861.503 Group 861.614 Foundatio ns 861.605 Human Developme nt 863.571 Counseling Adolescents 863.607 Diversity & Social Justice 863.808 Practicum 871.501 SPED Children with Exceptionaliti es 863.736 School Counselor Leadership 861.612 Appraisal facilitate K-12 students growth and development within the framework of the American School Counselors Association s (ASCA) National Standards (academic development, career development, and personal/social development) serve as advocates and educational leaders in the K-12 setting effectively and appropriately counsel K-12 students demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming build collaborative relationships with community stakeholders demonstrate effective and meaningful group work with R R I R R R R R R R I R R R R R R R R R I R R R R R R R R R I R R R R I R R R R R I R R R R R R 47

Student Learning Outcomes PROGRAM NAME INDICATE THE COURSE (by number), EDUCATIONAL EXPERIENCE AND/OR EXTERNAL MEASURE THAT ADDRESSES EACH OF THE PROGRAM S INDIVIDUAL STUDENT LEARNING OUTCOMES PLEASE ALSO INDICATE the location were the learning outcome is introduced, reinforced or master (I = Introduce; R = Reinforce; M = Master) REQUIRED COURSES/EXPERIENCES EXTERNAL MEASURES 861.502 Theories 861.507 Techniques 861.503 Group 861.614 Foundatio ns 861.605 Human Developme nt 863.571 Counseling Adolescents 863.607 Diversity & Social Justice 863.808 Practicum 871.501 SPED Children with Exceptionaliti es 863.736 School Counselor Leadership 861.612 Appraisal diverse groups of students develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities develop and implement a plan for evaluating counseling activities and school counseling programs work ethically and legally in a school setting demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. R R R I R R R R R R R R R I R R R R R R R I R R R R R R R R R I R R R R R R R R 48

SCHOOL OF EDUCATION ASSESSMENT MATRIX: Student Learning Outcomes by Program Courses, Educational Experiences and/or other External Measures Student Learning Outcomes PROGRAM NAME INDICATE THE COURSE (by number), EDUCATIONAL EXPERIENCE AND/OR EXTERNAL MEASURE THAT ADDRESSES EACH OF THE PROGRAM S INDIVIDUAL STUDENT LEARNING OUTCOMES PLEASE ALSO INDICATE the location were the learning outcome is introduced, reinforced or master (I = Introduce; R = Reinforce; M = Master) REQUIRED COURSES/EXPERIENCES EXTERNAL MEASURES 861.609 Diagnosis 863.681 Research 861.511 Career 863.820 Internship CPCE eportfolio Advocacy Project facilitate K-12 students growth and development within the framework of the American School Counselors Association s (ASCA) National Standards (academic development, career development, and personal/social development) serve as advocates and educational leaders in the K-12 setting effectively and appropriately counsel K-12 students demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, drop out prevention and college access programming build collaborative relationships with community stakeholders demonstrate effective and meaningful group work with diverse groups of students R R R M M M R R R M R M M R R R M M M R R R M M M M R R R M M M R R R M M M 49

Student Learning Outcomes PROGRAM NAME INDICATE THE COURSE (by number), EDUCATIONAL EXPERIENCE AND/OR EXTERNAL MEASURE THAT ADDRESSES EACH OF THE PROGRAM S INDIVIDUAL STUDENT LEARNING OUTCOMES PLEASE ALSO INDICATE the location were the learning outcome is introduced, reinforced or master (I = Introduce; R = Reinforce; M = Master) REQUIRED COURSES/EXPERIENCES EXTERNAL MEASURES 861.609 Diagnosis 863.681 Research 861.511 Career 863.820 Internship CPCE eportfolio Advocacy Project develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities develop and implement a plan for evaluating counseling activities and school counseling programs work ethically and legally in a school setting demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. R R R M M M R R R M M M R R R M M M R R R M M M 50

School of Education ASSESSMENT DESCRIPTIONS and RUBRICS Assessment Title: eportfolio Program Student Learning Outcome(s) Assessed: LO 1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO 10 facilitate K-12 students growth and development within the framework of the American School Counselors Association s (ASCA) National Standards (academic development, career development, and personal/social development) serve as advocates and educational leaders in the K-12 setting effectively and appropriately counsel K-12 students demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming build collaborative relationships with community stakeholders demonstrate effective and meaningful group work with diverse groups of students develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities develop and implement a plan for evaluating counseling activities and school counseling programs work ethically and legally in a school setting demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. Transition Point for Administering the Assessment: Internship Description of the Assessment: Professional School Counselor Electronic Portfolio An electronic professional school counselor portfolio is a collection of experience-based materials and reflective information that demonstrates various dimensions of the counselor s work, philosophy, abilities, and attitudes. The goal is to demonstrate how diverse activities and insights have contributed to the pre-service school counselor s development. A portfolio is as much a process as a product. Reflective learning requires opportunities to summarize, analyze, and synthesize one s learning in a meaningful and an integrated context. We have now moved to an online Electronic Portfolio format. This will allow you to organize your information in folders on a web-based site. Once created, you will be able to send it via email and share it with others. Directions: The development of the professional school counselor portfolio begins when the graduate student enters the counseling program, and continues through his/her program of study. A session will be held with all 51

graduate students during their first semester of coursework to review the process of portfolio preparation. Students will be given access to their Electronic Portfolio and can access it by logging onto the ELC at http://cte.jhu.edu/login. Click on the JHU School Counseling button under the Electronic Portfolio banner. Students are advised to save all pertinent work from their courses into the file cabinet within the Electronic Portfolio system so that at the end of the program of study (internship), students will have all their relevant artifacts ready to upload. Students will have an opportunity to share their portfolios with their peers and faculty in their last semester of internship. Successful completion of the assessment components of the portfolio process serves as benchmarks in students course of graduate study. The portfolio provides program faculty, university administration, and accrediting bodies with student information regarding program quality and learning processes. More importantly, the portfolio assists with the professional school counselor s job search process. A completed portfolio demonstrates proficiency and mastery and can be used as an employment tool. The school counselor portfolio should be a well-organized, attractive electronic presentation of professional materials. The Electronic Portfolio is fast replacing the paper-bound résumé or curriculum vitae and is a hallmark of professionals who take advantage of the technological advances that allow them to present their accomplishments and skills in the most progressive and efficient medium available. More information regarding the content and format of the electronic school professional school counselor portfolios will be distributed during the beginning of each academic year and in school counseling specific courses (e.g., Foundations of School Counseling, Practicum in School Counseling). For questions regarding the uploading of data to the electronic portfolio, please contact Kristen Thompson at kthompson@jhu.edu 52

A guiding principle in deciding on artifacts is to ask, What will contribute to the description of my knowledge, skills, and character by adding this entry? A second guideline is to think about the primary message you want to convey via your portfolio and to ask, Have I selected the artifacts which most accurately and completely demonstrate my competence? Be sure to include experiences and learning that occur outside the formal academic program, such as participation in volunteer activities. Each artifact should be accompanied by a reflective statement, or artifact rationale, which might consist of a paragraph. Reflective statements explain why each artifact is included and how it represents you as a counseling professional. In writing reflective statements, ask What did I do? What does it mean? How did I come to be this way? How might I do things differently? What have I learned? How does this contribute to my emerging identity as a professional school counselor? The artifact is then made meaningful and placed in the context within which a student wants it to be understood. Deliverables: Sections of the Electronic Portfolio That Must Be Present: 1. Welcome Page Message and Photo 2. Bio: Share information relevant to yourself and your background not included in your personal statement. 3. Personal Statement of Background and Goals as a Counseling Professional a. INCLUDE STATEMENT/S ABOUT HOW SCHOOL COUNSELORS ADDRESS EQUITY AND ACCESS IN SCHOOLS; ADDRESS ACHIEVEMENT GAP 4. Professional Resume or Curriculum vitae (CV) 5. 8 CACREP Areas with Personal Interpretation of Each: a. Professional Orientation and Ethical Practice b. Social and Cultural Diversity c. Human Growth and Development d. Career Development e. Helping Relationships f. Group Work g. Assessment h. Research and Program Evaluation 53

5. Evidence of Academic Growth a. Program of Study b. Personal bibliography (books and articles read by the student throughout graduate program) c. Evaluations -Practicum in School Counseling -Internship (university supervisor, site supervisor, self-evaluation) -Transcripts 6. Evidence of Professional Growth and Development a. Personal Philosophy of Counseling b. Documentation of Demonstration of Professional Activities -Professional organization membership -Attendance at professional meetings, conferences -Presentations at professional meetings, conferences -Recognition and awards -Volunteer activities 7. Leadership: Include artifacts to demonstrate school counselor leadership roles planning, organizing, coordinating, presenting, and delivering programs generating systemic change. 8. Advocacy: Include items demonstrating ability to effect social change and advocate for students, skills to empower students and their families to remove barriers to high academic achievement and career success. 9. Teaming and Collaboration: Items demonstrating ability to locate resources and work with others to improve student achievement and success-----learning about resources and cooperation with others to benefit students learning (INCLUDE PARENT ACTIVITES AND INTERVENTIONS) 54

10. Counseling and Coordination: Items demonstrating effective counseling and coordination of resources working with families and coordination of programs, projects, and resources. 11. Assessment and Effective Use of Data: Items demonstrating skill in assessing student needs and collecting, analyzing, and presenting data identification of needs, removing barriers, and securing resources to support the advocacy (Include ADVOCACY and DATA PROJECT) Scoring Rubric: Electronic Portfolio Grading Rubric: Included below is a template that outlines the criteria that will be used to grade students Electronic Portfolios: Criteria Description Highly Proficient Proficient Insufficient Clear, Organized, Professional Format Title Page-table of contents bookmarksmaterial accessible and easy to read Clear, consistent and convincing evidence; detailed instructions Requirements present with limited depth or scope Lack of evidence; Incomplete documentation Personal Statement Statements about how school counselors address equity and access in schools; address achievement gap Philosophy is clear & compelling; addresses achievement gap Philosophy is adequately developed & addresses achievement gap. Philosophy is poorly developed or missing information Professional Resume or Curriculum Vita Outlines education and professional experience Contains key elements General information provided; lacks detail Vita contains grammatical errors; misspellings 55

Academic Growth Program of study; personal bibliography (books and articles read by the student throughout graduate program); evaluations advanced techniquesinternship (university supervisor, site supervisor, self evaluation); transcripts Well-developed evidence Information present and completed Lack of evidence; Incomplete documentation Professional Growth and Development Personal philosophy of counseling; documentation of demonstration of profession activities; professional organization membership; attendance at professional conferences; awards or volunteer recognition Well-developed plans for continual growth and attendance at professional development workshops, organizations, etc.; volunteer recognition/award(s) Attendance at professional development trainings Lack of evidence; Incomplete documentation 56

Leadership Include artifacts to demonstrate school counselor leadership roles planning, organizing, coordinating, presenting, and delivering programs generating systemic change Presentations at conferences, initiation of a systemic program at internship site Evidence of a leadership goal/plan Lack of evidence; Incomplete documentation Advocacy Include items demonstrating ability to effect social change and advocate Well-developed multiple evidence to effect social change and advocating for all students Evidence to effect change Lack of Evidence; Incomplete documentation for students, skills to empower students and their families to remove barriers to high academic achievement and career success Teaming and Collaboration Items demonstrating ability to locate resources and work with others to improve student achievement and success--learning about resources and cooperation with others to benefit students learning Well-developed evidence of multiple teaming and collaboration opportunities (parent activities and interventions) Adequate evidence of at least one teaming and collaboration opportunity Lack of evidence 57

Counseling and Coordination Items demonstrating effective counseling and coordination of resources working with families and coordination of programs, projects, and resources. Well-developed evidence of counseling and coordination resources Adequate evidence of at least one resource Lack of evidence Assessment and Effective Use of Data Items demonstrating skill in assessing student needs and collecting, analyzing, and presenting data identification of needs, removing barriers, and securing resources to support the advocacy Well-developed evidence of using data and accountability strategies to close the achievement gap Adequate evidence of at least one resource Lack of evidence (Include ADVOCACY and DATA PROJECT) 58

Electronic Portfolio Performance Indicators In addition to the criteria outlined in previous pages, students will demonstrate their proficiency in the eight major counseling content areas: social and cultural diversity, human growth and development, career development group work, assessment, helping relationships, research and program evaluation, professional orientation and ethics, as outlined in the performance indicators listed in the rubric below. Social and Cultural Diversity The prospective school counselor knows and understands aspects of counseling clients from diverse ethnic, racial, and socioeconomic backgrounds. Through didactic and experiential learning techniques, the prospective school counselor considers counseling strategies for enhancing cross-cultural interventions. Criterion Performance Rating Insufficient Proficient Highly Proficient Score Demonstrates knowledge of multicultural and social justice theories and identity development Facilitates advocacy and conflict resolution activities and interventions that eliminate biases, prejudices, and processes of intentional and unintentional oppression and discrimination Demonstrates cultural awareness and sensitivity in counseling Articulates understanding of acculturative experiences and experiential learning activities designed to foster students understanding of self Encourages behaviors that promote optimal wellness and growth of the human spirit, mind, or body Educates students and other stakeholders about the impact social justice has on learning, growth and relationships Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning Identifies community, environmental, and institutional opportunities that enhance, as well as barriers that impede the academic, career, and personal/social development of students Demonstrates knowledge and understanding of educational policies, programs, and 59

practices and the equitable impact on students and their families Articulates understanding of multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development Uses technology to improve cultural competency Total Score Comments Human Growth and Development The prospective school counselor examines developmental aspects and stages of human beings across the life span with special regard to counseling and therapy. Several lifespan developmental theories are demonstrated along with practical strategies for utilizing the knowledge of human development to enhance the practice of counseling. Criterion Performance Rating Insufficient Proficient Highly Proficient Score Demonstrates knowledge of learning, individual, and family development theories across the life span Articulates understanding of 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 Initiates programs to help students of all ages cope with the effects of crises, disasters, and other trauma-causing events Demonstrates understanding of human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental 60

factors that affect both normal and abnormal behavior Develops a framework to execute differentiated interventions Total Score Comments Career Development The prospective school counselor uses major theories of career development and decision-making, occupational sociology, and vocational psychology. Criterion Performance Rating Insufficient Proficient Highly Proficient Score Demonstrates knowledge of career development theories and decision making models Utilizes career, vocational, educational, and work force resources, and career information systems to enhance post secondary options for all students Plans and implements career development and life span programs Interprets assessment instruments relevant to career planning and decision making Designs and evaluates career transition programs, including school-to-work, postsecondary planning, and college admissions counseling Uses technology to increase knowledge and explore career development inventories Total Score Comments Group Work The prospective school counselor investigates practical and theoretical concepts of group dynamics and group counseling to acquire skills in facilitating various kinds of group interaction. Criterion Performance Rating Insufficient Proficient Highly Proficient Score 61

Employs personal communication styles fundamental group counseling strategies and group facilitation through field experiences Demonstrates knowledge of the principles of group dynamics, including group process components, developmental stage theories, group members roles and behaviors, and therapeutic factors of group work Demonstrates knowledge of group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness Facilitates psycho-educational small groups and classroom guidance lessons to enable students to overcome barriers that impede learning Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms Uses ethical standards to facilitate group counseling sessions Total Score Comments Assessment The prospective school counselor explores individual and group approaches to assessment and evaluation through the use of standardized test instruments and rating scales. Principles of test construction, reliability and validity, psychometric properties, and strategies for the selection, administration and interpretation are expected and used. Criterion Performance Rating Insufficient Proficient Highly Proficient Score Demonstrates knowledge of basic concepts of standardized and non-standardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, performance assessment, individual and group inventories, psychological testing, and behavioral observations Demonstrates understanding of reliability (i.e., theory of measurement error, & models of reliability,) and validity (i.e., evidence of validity, types of validity), and the relationship between reliability and validity Demonstrates understanding of statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations Demonstrates understanding of social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations 62

Identifies various forms of needs assessments for academic, career and personal/social development Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs Assesses barriers that impede students academic, career, and personal/social development Follows ethical and legal assessment and testing guidelines Comments Total Score Helping Relationships The prospective school counselor understands the essentials of basic counseling skills; attending, listening, and interviewing stages of clinical treatment; and client/counselor relationships. Self-growth and awareness and observational skills as related to becoming a facilitator of individual, group, family, and systems change are perpetuated. Criterion Performance Rating Insufficient Proficient Highly Proficient Score Demonstrates understanding of the history and philosophy of the school counseling profession as it relates to professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications Participates in professional organizations, including membership benefits, activities, services to members, and current issues Uses advocacy skills to promote the school counseling profession Demonstrates appropriate self-care strategies appropriate to the role of the school counselor Uses advocacy skills to target institutional and social barriers that impede access, equity, and success for clients 63

Demonstrates an understanding of the ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling Total Score Comments Research and Program Evaluation The prospective school counselor understands how to critically evaluate research relevant to the school counseling profession. Criterion Performance Rating Insufficient Proficient Highly Proficient Score Develops measurable outcomes for school counseling programs, activities, interventions, and experiences Uses models of program evaluation for school counseling programs Uses data and applies relevant research findings to close the achievement gap and reduce barriers that impede learning for all students Demonstrates knowledge of outcome research data and best practices identified in the school counseling research literature Uses technology to evaluate program effectiveness Total Score Comments Professional Orientation and Ethical Practice The prospective school counselor demonstrates high ethical and legal professional standards. Criterion Performance Rating Insufficient Proficient Highly Proficient Score 64

Reduces institutional and social barriers that impede access, equity, and success for students all students Abides by ethical standards of professional organizations and credentialing bodies Demonstrates ethical and legal performance when working with students and parents Participates in local, state, and national organizations that enhance ethical professionalism Uses appropriate consultation practices when faced with ethical dilemmas Demonstrates commitment to develop and implement a comprehensive school counseling program that serves all students Total Score Comments Additional eportfolio Components Personal Statement Criterion Performance Rating Insufficient Proficient Highly Proficient Score Personal Statement Rating- Statements about how school counselors address equity and access in schools; address achievement gap Total Score Personal Statement Comments Resume and Bio Criterion Performance Rating Insufficient Proficient Highly Proficient Score Resume and Bio Rating- Outlines education and professional experience 65

Total Score Resume and Bio Comments Academic Growth Criterion Performance Rating Insufficient Proficient Highly Proficient Score Academic Growth Rating- Program of study; personal bibliography (books and articles read by the student throughout graduate program); evaluations from practicum and internship (university supervisor, site supervisor self-evaluation); transcripts Total Score Academic Growth Comments Professional Growth Criterion Performance Rating Insufficient Proficient Highly Proficient Score Professional Growth Rating- Personal philosophy of counseling; documentation of demonstration of professional activities; professional organization membership; attendance at professional conferences; awards or volunteer recognition Total Score Professional Growth Comments Overall eportfolio Overall Comments about the eportfolio 66

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**EXAMPLES OF ASSESSMENT TRANSITION POINTS AND EVIDENCE FOR YPOUR REFERENCE **Use this list only as a reference ADMISSIONS MID-PROGRAM/PRE- INTERNSHIP PROGRAM COMPLETION POST- GRADUATION 2 YEARS OUT POST-GRADUATION 5 YEARS OUT (CLINICAL EXPERIENCES) Entry GPA* Course assignments Course Grades* Employer survey Employer survey GRE/SAT scores Admission demographics* Personal essay* Teaching experience Interview ratings* Disposition Survey* Course grades* Content verification E-Portfolio evaluation Academic plan Survey on diversity /inclusion dispositions Reflection on personal growth and goals* Advisor/instructor input* Student experience survey Test results (such as PRAXIS II, CPCE Exam) E-Portfolio evaluation or final comprehensive exam or graduate project Survey on diversity/inclusion dispositions University Supervisor and Cooperating Teacher evaluations Course and Field Experience Assessment results Exit interview or End of Program Evaluation Alumni survey School partner feedback MSDE data linked to our graduates School partner feedback MSDE data linked to our graduates Alumni survey Collect data from graduates through surveys and/or focus groups *Required of all programs 68

**EXAMPLES OF ALIGNMENT OF CONCEPTUAL FRAMEWORK TO TRANSITION POINTS AND ASSESSMENTS FOR REFERENCE **Use only as a reference Conceptual Framework and Transition Points Assessments Standards: Student Outcomes Admissions Praxis Exams Content experts Mid-program Praxis Program Completion Graduate Projects Comprehensive Exams Post-Graduation Alumni Survey 2 and 5 yrs. out Employer Survey 2 yrs. and 5 yrs. out Admissions Reflective practitioners Mid Program Journals Action Research Projects Program Completion Internship journals Portfolios Post-Graduation Alumni Survey 2 and 5 yrs. out Employer Survey 2 yrs. and 5 yrs. out Committed to diversity Admissions Mid-Program Essay Unit Admission Disposition Survey Disposition Survey Interview Program Completion Internship Evaluation Portfolio Comprehensive Exam Post-Graduation Alumni Survey 2 and 5 yrs. out Employer Survey 2 yrs. and 5 yrs. out Admissions Data-based decision-makers Mid-Program Action Research Projects Program Completion Internship Evaluation Portfolio Comprehensive Exam Post-Graduation Alumni Survey 2 and 5 yrs. out Employer Survey 2 yrs. and 5 yrs. out Admissions Integrators of applied technology Mid-Program Internship Evaluation Portfolio Comprehensive Exam Program Completion Post-Graduation 69

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