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Commission on Teacher CredentialingBiennial Report 2014
(For Institutions in the Red, Yellow, and Indigo Cohorts Due Summer/Fall 2014)Academic Years 2012-2013 and 2013-14
Institution California State University, NorthridgeMichael D. Eisner College of Education
Date report is submitted June 30, 2014
Program documented in this report School Counseling Program
Name of Program School Counseling
Please identify all delivery options through which this program is offered
(Traditional, Intern, Other)
Traditional
Credential awarded Pupil Personnel Services Credential in School Counseling
Is this program offered at more than one site? NoIf yes, list all sites at which the program is offered n/a
Program Contact Dr. Tovah Sands
Title Professor, co-coordinator of School Counseling program
Phone # 818-677-3197
March 2014 1
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E-Mail [email protected]
If the preparer of this report is different than the Program Contact, please note contact information for that person below:Name
Title
Phone #
March 2014 2
SECTION A – CREDENTIAL PROGRAM SPECIFIC INFORMATION
PART I – Contextual Information
The School Counseling Credential program is housed in the Department of Educational Psychology and Counseling within the Michael D. Eisner College of Education (MDCOE), the largest public college of education in the state of California. It has received national recognition for its innovative approaches in preparing teachers, school administrators, school counselors, and deaf studies professionals.
The Department of Educational Psychology and Counseling (EPC) is one of six departments in the Michael D. Eisner College of Education. With 15 full time faculty members and 60 part time faculty members, it is the largest graduate department in terms of Full Time Equivalent Status (FTES) in the university, and one of the largest overall. Department faculty strive to establish a student-centered learning environment. Faculty members are highly engaged in the development of students as professionals and potential leaders in the field. Programs and coursework reflect both a developmental life-span approach and an ecological perspective to theory, research, and practice. Themes embedded throughout the curriculum include: diversity, information competence, use of data , and accountability.
Briefly describe the School Counseling and School Counseling/MFT ProgramsThe School Counseling Program is a 55 semester unit program that prepares candidates for the California State Pupil Personnel Services Credential with Specialization in School Counseling. Candidates can further obtain a Masters degree in Counseling with Specialization in School Counseling upon completion of a thesis, graduate project, or comprehensive exam. Both programs are 55 semester units. Masters degree candidates take one or more courses for the thesis, graduate project, or comprehensive exam for their culminating experience. The program is designed to be completed by full-time students in two years. Candidates who are admitted to the joint School Counseling/Marriage and Family Therapy (MFT) program first complete the MFT portion of the coursework, and then complete the School Counseling Credential program, taking fieldwork to complete the SC Masters degree in the third year. The program organizes candidates into a cohort group that attends classes on Monday and Wednesday evenings 4 p.m. to 10 p.m. Candidates begin fieldwork practicum experience in the first year of the program, in the second program year, candidates organize their field experience at a different school level (Elementary, Middle, High School) with a minimum of 200 hour required at each of two school levels and a total of 100 hours of practicum and 600 hours of fieldwork required for program completion .
Enrollments
Enrollments consist of candidates admitted to the School Counseling Masters degree/PPS credential program and the numbers admitted to the joint School Counseling/Marriage and Family Therapy (MFT) program. All these candidates are admitted to the Pupil Personnel Services Credential (PPSC) Program in School Counseling. The School Counseling Master’s degree program accept new applicants once a year in the Fall via a personalized interview and selection process that is held in the Spring of the each year, and new students begin their coursework in the following Fall semester. The program consistently admits between 20 and 25
School Counseling program
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candidates into the School Counseling Masters degree program, and four to six candidates typically enroll in the joint School Counseling/MFT program. In the past few years, the School Counseling Program faculty has increased their efforts in supporting candidates in completing the Master degree within the two year expected period, and to subsequently immediately apply for the PPS credential. The School Counseling- MFT program, on the other hand, is a total 3+ year program, although students may apply for the PPS credential after completing requirements, typically after their third year in joint program. Students typically take an additional year time to complete the required MFT hours for the State BBS, thus the number of students graduating from the SC/MFT program and PPS credential fluctuates somewhat from year to year and may differ from the number of candidates in a particular year’s cohort.
Program Specific Candidate InformationNumbers of candidates and completers/graduates for two years reported
2012-2013 2013-14Number of Candidates
Number of Completers/ Graduates
Number of Candidates
Number of Completers/ Graduates
School Counseling 20 14 18 15
School Counseling/MFT 7 10 4 8
SECTION A – CREDENTIAL PROGRAM SPECIFIC INFORMATION
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PART II – Candidate Assessment/Performance and Program
The following reflects the impact of program modification(s) undertaken in response to the previous Biennial Report.
Changes Since Last Accreditation Activity (Biennial Report, Program Assessment or Site Visit) , with the approximate date changes were initiated.
Program Changes
Date Program/Course ModificationCSUN, Spring 2013
Approval for, and successful search for and hire of a full-time, tenure-track school counseling program faculty member
CSUN, 2013 SC program applicant selection procedures evaluated and modified
CSUN, 2014 Program modification proposals submitted to university curriculum review to consolidate EPC 648 Consultation course with EPC 683 Collaboration course, to avoid redundant curriculum, and thus allow for reintroduction of of needed Law & Ethics for SC course, EPC 671
CSUN, 2013 Added option of Comprehensive Exams in addition to Graduate Project and Ethics as culminating experience of Masters’ Degree SC program.
CSUN, 2013 Submitted to university curriculum review process proposal for modified title of EPC 687 (Career Guidance, College Selection and Technology in School Settings) to more accurately reflect course content for school counselor preparation.
CSUN, 2013 Submitted to university curriculum review process proposal for modified title of EPC 688 to more accurately reflect course content for school counseling students, title Measurement and Assessment in Schools, to be replaced by the title, Career Counseling in Schools.
By CSUN, 2014 Revised fieldwork manual for school counseling students to update and more accurately represent the program.
By CSUN Spring, 2014
Created and implemented internet-based guide for specific school sites for student fieldwork ,and for site-supervisors of SC students engaged in their fieldwork hours
CSUN , 2014 Modify PPS Credential Completion form to more accurately reflect the school counseling and PPS credential requirements
CSUN Spring, 2014_______________CSUN, 2013
Submitted to university curriculum review process proposal to re-instate the Law & Ethics course, EPC 671 for school counseling students_____________________________________________________________Revised sequence of courses for school counseling/MFT students to ensure
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students begin by taking the Summer SC course, and complete the SCprogram after finishing the MFT coursework, thus completing the SC coursework 3 years after matriculating n the MFT/SC program
PART III – Analyses and Discussion of Candidate and Program Data
Each program provides analyses of the information provided in Section II. Note strengths and areas for improvement that have been identified through the analyses of the data. Describe what the analyses of the data demonstrate about your program relative to: a) candidate competence; and b) program effectiveness.
PART IV – Use of Assessment Results to Improve Candidate and Program Performance
Each program describes how it used the data from analyses of candidate assessments and program effectiveness to improve candidate outcomes and program effectiveness. The focus of this section should not be on the process employed by the institution to discuss changes (although it can be mentioned briefly), but on the actual considered, proposed, or implemented programmatic changes specific to the data. If proposed changes are being made, please connect the proposed changes to the data that stimulated those modifications and to the Program and/or Common Standard(s) that compels program performance in that area. If preferred, programs may combine responses to Sections III (Analysis of the Data) with Section IV (Use of Assessment Results to Improve Candidate and Program Performance) so long as all the required aspects of the responses are addressed.
Modifications made to assessor selection, training, recalibration. Candidate Assessment/Performance and Program Effectiveness Information
a)What are the primary candidate assessment(s) the program uses up to and through recommending the candidate for a credential?
The School Counseling Assessment Plan lists all of the data that are collected and aggregated for analysis at each of five transition points in candidates’ progress through the School Counseling masters degree and PPS credential program. Instruments used in the PPS Credential program are highlighted. Below is a list of instruments that are administrated electronically. For your convenience passwords for accessing these forms are also provided. The only form that is not accessible electronically to CTC reviewers is the Student Fieldwork Evaluation form, however a copy is provided as an ADOBE attachment. The reason this particular form is not accessible to CTC reviewers is that the Fieldwork Evaluation forms are protected by two passwords, one for the student being evaluated, the other for each field site supervisor who completes the evaluation. All other evaluations require only one password. Copies of these instruments are also included. Please note that because the instruments were developed electronically, the formatting represents what would be seen on a computer screen.
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It should be noted that course grades are included in these data because all of the courses in the program have been aligned with the CTC Standards (see Matrix of Courses and Standards). As course titles indicate, each course is designed to provide candidates with the opportunity to learn and practice knowledge, skills and dispositions that are targeted toward specific standards. In certain courses, such as the practica and fieldwork courses, fieldwork evaluations are submitted by students’ field site supervisors. These evaluations form a significant portion of the course grade. Students who do not perform in their practica or fieldwork are referred to the department Student Affairs Committee and evaluated for recommendations for remediation.
All instruments were designed to assess specific competencies that are aligned with standards (Please see the Competencies in School Counseling Matrix). To ensure fairness and reliability, multiple observations of each candidate are conducted and compared. For example, in the admissions process, each applicant is interviewed in a group setting by three to five persons. Applicants respond to presented questions and are directed to respond to each other. One or two group task discussions are presented and applicants are observed in the discussion. During this interview process, each rater independently evaluates the applicant. At the end of each event, the raters confer with one another and compare ratings. At the end of the entire applicant interview process, the raters and program coordinators (who also have independently rated each applicant) confer to agree on ratings and selection of applicants. At transition points 2 and 3, all candidates are evaluated by all of their professors in conjunction with the Student Affairs Committee (SAC) (see School Counseling Assessment Plan below). The SAC convenes and discusses the progress of each candidate with program coordinators and faculty. Candidate evaluations are compared and discussed and a decision is made as to whether the candidate may continue in the program. At the end of the program, transition point 4, theses and graduate projects are rated by three faculty and comprehensive exams by two faculty. Program faculty have participated in at least 3 training opportunities in the use of these rubrics. Data are currently being collected and will be analyzed for reliability.
School Counseling CredentialTable 3
Transition Point 1Entry to Program
Transition Point 2Entry to Clinical
Practice
Transition Point 3Exit from Clinical
Practice
Transition Point 4Exit from Program
Knowledge (1) Undergrad GPA of 3.00 overall or score at or above 50th percentile on: (a) one of the three GRE sections or (b) Miller Analogies Test
(2) GPA of 2.5 or higher in last 60 units
(3) Grade of “B-“ or higher in all
(1) GPA of 3.00 or higher in program courses
(2) Grade of “B” or higher in EPC 643 and EPC 655
(1) 659CC and 659DC Fieldwork Evaluations
(2) Grade of “B” or higher in the following EPC courses: 602, 648, 648L, 658, 658L, and 689.
(1) GPA of 3.00 or higher in all program courses
(2) Credit in either EPC 697 or EPC 698C.
(3) ComprehensiveExam Rubricor Thesis Rubricor Project Rubric
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prerequisite courses
Skills (1) CBEST attempted
(2) Interview Review (Summary) Scores
(3) Writing Proficiency Exam score of 8 or higher
(1) Grade of “B” or higher in EPC 659A and EPC 659B
(2) Student Advancement Evaluation
(1) 659CC and 659DC Fieldwork Evaluations
(2) Grade of “B” or higher in the following EPC courses: 602, 648, 648L, 658, 658L, and 689.
(1) GPA of 3.00 or higher in all program courses
(2) ComprehensiveExam Rubricor Thesis Rubricor Project Rubric
(3) CBEST passedDispositions (1) Disposition
Assessment forNew Candidates
(1) 659CC and 659DC Fieldwork Evaluations
(1) Disposition Assessment for Graduating Candidates
(2) ComprehensiveExam Rubricor Thesis Rubricor Project Rubric
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School Counseling Program Transition Points and Assessments
To look at these, go to the website: http://classeval.csun.edu and enter the appropriate code:Instrument Pass code
Disposition Assessment for New Candidates QEPDISPSDisposition assessment for Graduating Candidates QEPDISPFComprehensive Exam Scoring Rubric QEPMCProject Scoring Rubric QEPMPThesis Scoring Rubric QEPMT
The following instrument is electronically accessible only to students and fieldwork evaluators. An ADOBE attachment includes a copy of the instrument.
School Counseling Student Evaluations
Description of Assessments:
(1) CBEST - The California Basic Educational Skills Test™ (CBEST®) was developed to meet requirements of laws relating to credentialing and employment. This test requirement in no way replaces any of the other requirements of subject matter knowledge, professional preparation, and practice teaching or field experience used in the issuance of credentials. The CBEST is designed to test basic reading, mathematics, and writing skills found to be important for the job of an educator; the test is not designed to measure the ability to teach those skills.
(2) Interview - From the total pool of applicants, about 90% are selected to attend the interview. The interview procedure consists of individual interviews in a small group (5-7) context, 2 group tasks where participants are observed in interacting and communicating with each other and taking on leadership roles, and a writing assignment to assess written expression and writing skills.
(3) Writing Proficiency Exam - The Trustees of the California State University have directed that "all students entering the CSU System . . . be required to demonstrate their proficiency with regard to writing skills as a requirement for graduation." The examination shall consist of an essay on an assigned topic evaluated by the faculty.
4) EPC Writing AssessmentCandidate writing ability is assessed in the Personal Statement that is submitted as part of the application. Writing ability is also assessed in the Interview where applicants are required to write an essay in response to data on the underachievement of students of color and students from low income families.
(5) Disposition Assessment for new candidates (QEPDISPS)Disposition Assessment for completing candidates (QEPDISPF)New and graduating candidates are required to complete an on-line version of dispositions. The assessment covers twelve dispositions.
(6) Student Advancement Evaluation FormAn evaluation of candidate knowledge, skills and dispositions provided by the each candidate's practicum course instructor and two additional instructional faculty who are familiar with the candidate's work.
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(7) Fieldwork Evaluation form FWEPCSCFieldwork supervisors complete the on-line evaluation of candidates at the end of each semester. A copy of the evaluation is turned in to the fieldwork course instructor.
(8) Program Follow-Up Survey – CandidatesA 19-item Follow-Up Survey that assesses graduates' self-perceptions of knowledge, skills and dispositions before and after the program is sent to graduates electronically. Graduates are also asked to complete follow-up surveys on their Perceptions of the Program and the Quality of Student Services.
(9) Program Follow-Up Survey – EmployersEmployers of program graduates are asked to complete an 11-point survey assessing the graduate under their employ on knowledge, skills and dispositions. The survey is sent and received electronically.
Please see Appendix A CACREP report for a list of courses and descriptions
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ASSESSMENT DATA
TRANSITION POINT 1: Entry to Program
Standard 1e Knowledge and Skills for School Counselors
Performance assessments for Transition Point 1, Program Entry/Admission, include the undergraduate grade-point average, undergraduate major field of study, grades in pre-requisite courses, and the Applicant Interview.
Grade Point Average at Admission. A GPA of 3.0 or better is required for admission to the University Graduate Division. Applicants with GPAs below 3.0 must attain a 50% score or better on the Graduate Record Examination or the Millers Analogies Test. In rare cases the score on the GRE/MAT may be waived given successful performance (i.e. grade of B or better in the first program course (EPC 682: Foundations of School Counseling) offered in the first summer session and grades of B or better in courses in the first semester (i.e. EPC 659A, EPC 643, EPC 655, EPC 605) and approval by a faculty member and the Department Graduate Coordinator. GPA is considered a measure of candidate general knowledge.
Application Evaluation. Applications are reviewed by a school counseling program coordinator. Coordinators rate applicants on their experience in working with children and families, leadership and multicultural experience. They also rate references and evaluate applicants' personal statements of purpose on writing skills and content.
Major Field of Study. Major fields of study pertinent to work as a school counselor include the human service areas of psychology, education, child development and sociology. Candidates with undergraduate majors in these fields are considered more knowledgeable and prepared for graduate work in school counseling.
CBEST. Candidates are required to take the CBEST before entering the program. While the program does not have data on the number who pass the CBEST prior to admission, the majority of candidates pass the examination prior to entrance. To qualify for the credential (Transition Point 4), candidates must pass all sections of the CBEST.
Grades in Prerequisite Courses. Candidates are required to take three prerequisite courses: Statistics (EPC 600: Educational Statistics or equivalent), Child Development (EPD 430: Development and Learning in Early Childhood Education or equivalent), and Fundamentals of Counseling (EPC 451) or equivalent. Grades in these courses are considered in decisions for entry/admission.
Applicant Interview. All applicants participate in the Selection Interview process. The process consists of interviews in a small group context (5-7 individuals), observations of small group tasks and a writing assignment. Interview questions assess knowledge and experience in leadership and advocacy, knowledge of the field of school counseling, cross cultural awareness, social and interpersonal skill, knowledge of learning and flexibility/adaptability.
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1.g. DispositionsCandidates are asked to complete assessments of dispositions once they have been accepted into the program. Overall, candidates show concern that they are prepared to a high level of skills to enter the profession, have knowledge of the subject matter, evidence skill in critical thinking and reflection in their work, show mature judgment, demonstrate effectiveness in working with others, demonstrate empathy, respect and congruence, and be able to work in a culturally appropriate manner with diverse peoples.
TRANSITION POINT 2: Transition to Field Practice
Knowledge and skills for school counseling candidates are assessed through grades in graduate courses. Candidates must maintain a Grade Point Average of 3.0 or higher in program courses and attain a grade of "B" or better in EPC 643 (Counseling in Cross Cultural Settings) and EPC 655 (Theories of Counseling). Skills are particularly assessed in EPC 659A - Practicum: Communication and EPC 659B - Practicum: Skills. Candidates must attain a grade of "B" or better in these courses. Currently, we don't have this data tabulated, but note that over the past 3 years, there have been no school counseling candidates who have not met this criteria.
Towards the end of the Spring semester (week 11 of 15 weeks), candidates are required to have three Student Advancement Evaluation (SAE) forms (See Appendix C) completed by three different faculty members who teach courses in the school counseling program. This includes part-time faculty. The evaluations address a range of knowledge, skills, and dispositions along with one area of student learning. Evaluations are turned in to instructors of the Practicum course (EPC 659A) who meet with members of the Student Affairs Committee to discuss each candidate. Favorable evaluations must be received in order for candidates to be allowed to progress into fieldwork the next academic year. Poor evaluations (e.g. candidates rated 2 or below on several items) are reviewed by the committee with recommendations made for remediation, delay in the program or withdrawal.
Standard 1e: Knowledge and Skills for School Counseling CandidatesAs noted above, grades in graduate courses provide an assessment of candidate knowledge and skills relevant to school counseling.
Several items on the SAE address candidate knowledge and skills. Counseling skills include positive regard, empathy, congruence and self-disclosure. Overall, mean ratings showed candidates to be knowledgeable and skilled in the areas of concern to professional practice in school counseling.
Standard 2f: Student Learning for School Counseling CandidatesTwo items on the SAE address student learning. Candidates are rated on their ability to critique and reflect on their interactions with other candidates in courses and demonstrate understanding of the diversity of students, families and communities in EPC 643 (Counseling in Cross Cultural Settings) and EPC 659A/B (Practicum in Counseling). In addition, candidates demonstrate their ability to understand and build on the developmental levels of students with whom they work
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and apply strategies for improving student learning in their practicum field work in the first year. The related item that evaluates this is "Individual and Group Assessment." Course instructors discuss their practicum experience in several courses. All mean ratings are considered to show candidates are strong in demonstrating ability to improve student learning.
Standard 2.g: Professional Dispositions for School Counseling CandidatesSeveral items on the SAE reflect professional dispositions. Counseling skills of Positive Regard, Empathy, Congruence and Self-Disclosure have been noted as areas of skill, but they also reflect dispositions that are expected of professional educators as delineated in professional, state and our own institutional standards. Cross Cultural Counseling and Human Diversity also reflects a professional disposition that candidates need to display in working with the diversity of students and school personnel in local schools.
TRANSITION POINT 2: Transition to Field Practice
Knowledge and skills for school counseling candidates are assessed through grades in graduate courses. Candidates must maintain a Grade Point Average of 3.0 or higher in program courses and attain a grade of "B" or better in EPC 643 (Counseling in Cross Cultural Settings) and EPC 655 (Theories of Counseling). Skills are particularly assessed in EPC 659A - Practicum: Communication and EPC 659B - Practicum: Skills. Candidates must attain a grade of "B" or better in these courses. Currently, we don't have this data tabulated, but note that over the past 3 years, there have been no school counseling candidates who have not met this criteria.
Towards the end of the Spring semester (week 11 of 15 weeks), candidates are required to have three Student Advancement Evaluation (SAE) forms (See Appendix C) completed by three different faculty members who teach courses in the school counseling program. This includes part-time faculty. The evaluations address a range of knowledge, skills, and dispositions along with one area of student learning. Evaluations are turned in to instructors of the Practicum course (EPC 659A) who meet with members of the Student Affairs Committee to discuss each candidate. Favorable evaluations must be received in order for candidates to be allowed to progress into fieldwork the next academic year. Poor evaluations (e.g. candidates rated 2 or below on several items) are reviewed by the committee with recommendations made for remediation, delay in the program or withdrawal.
Standard 1e: Knowledge and Skills for School Counseling CandidatesAs noted above, grades in graduate courses provide an assessment of candidate knowledge and skills relevant to school counseling.
Several items on the SAE address candidate knowledge and skills. Counseling skills include positive regard, empathy, congruence and self-disclosure. Overall, mean ratings showed candidates to be knowledgeable and skilled in the areas of concern to professional practice in school counseling.
Standard 2f: Student Learning for School Counseling CandidatesTwo items on the SAE address student learning. Candidates are rated on their ability to critique and reflect on their interactions with other candidates in courses and demonstrate understanding
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of the diversity of students, families and communities in EPC 643 (Counseling in Cross Cultural Settings) and EPC 659A/B (Practicum in Counseling). In addition, candidates demonstrate their ability to understand and build on the developmental levels of students with whom they work and apply strategies for improving student learning in their practicum field work in the first year. The related item that evaluates this is "Individual and Group Assessment." Course instructors discuss their practicum experience in several courses. All mean ratings are considered to show candidates are strong in demonstrating ability to improve student learning.
Standard 2.g: Professional Dispositions for School Counseling CandidatesSeveral items on the SAE reflect professional dispositions. Counseling skills of Positive Regard, Empathy, Congruence and Self-Disclosure have been noted as areas of skill, but they also reflect dispositions that are expected of professional educators as delineated in professional, state and our own institutional standards. Cross Cultural Counseling and Human Diversity also reflects a professional disposition that candidates need to display in working with the diversity of students and school personnel in local schools.
Fieldwork Evaluation – A & B PracticumTRANSITION POINT 3: Exit from Clinical Practice
Candidates are evaluated as they complete each semester of fieldwork by field site supervisors using the School Counseling Fieldwork Evaluation Form (See Appendix D). Candidates must enroll in fieldwork courses (EPC 659C and EPC 659D) while engaged in field practice. This evaluation provides an assessment of candidate knowledge, skills and dispositions. In addition, knowledge and skills are assessed by means of course grades. Candidates must maintain a Grade Point Average of 3.0 or higher in program courses and attain a grade of "B" or better in EPC 602 (Research Principles), EPC 648 (Consultation with Parents, Teachers and Other Human Service Professionals), EPC 658 and 658L (Group Counseling and Laboratory), and EPC 689 (Leadership in School Counseling). Skills are particularly assessed in EPC 659C and EPC 659D - Fieldwork in Counseling. Candidates must attain a grade of "B" or better in these courses. Currently, we don't have this data tabulated, but note that over the past 3 years, there have been no school counseling candidates who have not met this criteria. Candidates must complete 100 hours of practicum and 600 hours of fieldwork. Candidates are required to have a minimum of 200 hours of fieldwork at each of two school levels (Elementary, Middle, High School). Logs of fieldwork hours must be completed and turned in to the Fieldwork course instructor.
Standard 1e: Knowledge and Skills for School Counseling CandidatesData on the Fieldwork Evaluation are presented. This data shows overall improvement of candidates in knowledge and skill areas based on the Fieldwork Evaluation. All mean ratings for items pertaining to knowledge and skills for school counselors were strong showing candidates performed as expected or above expectations. Tables 5A and 5B present supervisor evaluation of first year Practicum candidates. The electronic evaluation was used for this first time in Spring 2009 for this group.
Standard 1f: Student Learning in School Counseling CandidatesThree items on the Fieldwork Evaluation Form assess Student Learning - Advocacy; Learning, Achievement and Instruction; and Use of Data. Candidates have demonstrated that they have
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worked as advocates to promote student learning and achievement and have used data to assess gains students have made through their work. It is interesting that candidates received their highest ratings in Advocacy which is one of the core areas the program stresses in the program for helping students learning and achieve at high levels.
Standard 1g: Dispositions for School Counseling CandidatesThree items on the Fieldwork Evaluation Form address dispositions of candidates in their school counseling fieldwork practice - Professional Attributes and Leadership. Professional attributes examine responsibility, reliability, acting ethically and relationship with supervisors. Leadership as a disposition is looking at showing initiative and leadership. Overall, these ratings give evidence of candidates having solid dispositions toward working as professionals and leaders in schools.
TRANSITION POINT 4: Exit from Program
Candidates are evaluated upon exiting from the program and applying for the California Pupil Personnel Services Credential in School Counseling. A School Counseling Program Coordinator meets with all candidates at least 1 month prior to program completion to explain the information and forms that must be completed in order for the program to recommend the candidate for the PPS Credential. Candidates fill out the Confirmation of Program Completion Form (See Student Handbook and Fieldwork Manual in CACREP Program Document). Candidates then meet individually with a School Counseling Program Coordinator to review the form and cross check the form with an updated transcript showing all program courses have been successfully completed and that the candidate has maintained a Grade Point Average of B or better. GPAs of exiting candidates have not been tabulated, but no candidates have failed to show a sufficient GPA in the last three years. Fieldwork logs (See Handbook in CACREP Program Document) are presented in this meeting and must show that the candidate has completed 100 hour of practicum and 600 hours of fieldwork with signatures from an appropriately credentialed school counselor. Fieldwork Agreement Forms for each school placement are also required, as are Fieldwork Evaluation Forms and Fieldwork Experience Evaluations, and students must also complete the Disposition Assessment for Graduating Candidates The School Counseling Program coordinator signs n approval the Confirmation of Program Completion Form, and walks to personally meet with the Advisor of the Credential Office at CSUN. At this meeting, the Credential Advisor receives the Program Completion Form, checks to see that the candidate has passed the CBEST, and that required clearances have been submitted, and that the application for the PPS Credential is completed. With these documents, the Credential Office then sends a letter to the Commission on Teacher Credentialing recommending the candidate be awarded the PPS Credential in School Counseling. Candidates completing the Masters degree program in School Counseling must, in addition to the above, must show a Credit grade in EPC 698 (Thesis/Graduate Project) or EPC 697 (Comprehensive exams).
Standard 1e: Knowledge and Skills for School Counseling CandidatesKnowledge and skills for school counseling candidates are assessed through grades in graduate all courses. Candidates must maintain a Grade Point Average of 3.0 or higher in program courses. Currently, we don't have this data tabulated, but note that over the past 3 years, there
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have been no school counseling candidates who have not met this criteria. Knowledge and skills are particularly assessed in review of Fieldwork Evaluation Forms.
Standard 1g: Dispositions for School Counseling CandidatesCandidate dispositions are assessed at program completion with the Disposition Assessment for Graduating Candidates. Candidates go to: http://classeval.csun.edu ; type in the password: epcdispf, and complete the assessment.
TRANSITION POINT 5: Follow-Up
Follow-up assessments have been devised and implemented at one and two years after completing the program that assesses candidate knowledge, skills and dispositions.
SECTION B
INSTITUTIONAL SUMMARY AND PLAN OF ACTION
This section reflects the institution’s review of the reports from all Commission-approved educator preparation programs within that institution. The summary is submitted by the unit leader: Dean, Director of Education, Superintendent, or Head of the Governing Board of the Program Sponsor. The unit leader must provide verification that s/he has read the Biennial Reports and responded to this section by completing the information in the table below:
I hereby signify my approval to transmit this document to theCommission on Teacher Credentialing
Name/Title:Contact Information:
Date:
1) If you have a one-page graphic of your unit assessment system, please provide it. If not, please briefly outline your system.
2) To support the documentation of your system in action, please provide a table that shows a sample of the actions the unit has taken in the past two years and link the action with the data and analysis that led to the action. If your institution only offers one approved educator preparation program, this information may have been provided in Section A. Do not repeat the information here, instead please refer the reader back to Section A. (Sample table provided below.)
3) Please note any implications for your institution related to the Common Standards based on the data presented in this Biennial Report. This will require a review of the information presented in the Biennial Report with the concepts in the Commission’s Common Standards (1-Leadership, 2-Unit and Program Assessment and Evaluation, 3-Resources, 4-Faculty and Instructional Personnel, 5-Admission, 6-Advice and Assistance, 7-Field Experience, 8-District Employed Supervisors, and 9-Candidate Assessment). (Sample table provided below.)
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2) Documentation of the Unit Assessment System Based on Analysis of Data2012-13 and 2013-14
Action Taken Date Data Source(s) Analysis leading to the Action
3) Common Standard ImplicationsFall 2014
Identified Issue Program(s) Involved
Area of Strength orArea to Improve
Applicable Common Standard (s)
State of CaliforniaCalifornia State University, NorthridgeMichael D. Eisner College of EducationEducational Psychology and Counseling
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Candidate Demographics at Entry to ProgramSchool Counseling
Fall 2012
DemographicFall 2012
(N=24)
GENDER
Female 91.7%
Male 8.3%
ETHNICITY
African American 9.5%
Asian 14.3%
Hispanic 42.9%
White 33.3%
Native American 0%
AGE
Under 25 66.7%
26-29 29.2%
30-39 0%
40 and over 4.2%
GPA
3.50 – 4.00 100%
3.00 – 3.49 0%
2.50 – 2.99 0%
2.00 – 2.49 0%
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Fieldwork Evaluation – B PracticumSchool Counseling
Spring 2013
CTC StandardNCATE
Standard
Spring 2013(EPC 659B)
Mean NProfessional Attributes 1.g 4.61 23Competence in Multicultural and Human Relations 1.e 4.30 23Knowledge of Schools 1.e 4.22 23Coordination & Collaboration 1.e 3.81 21Family Involvement & Support 1.e 4.13 23Academic Development 1.e 4.22 23Personal & Social Development 1.g 4.04 23Career Development 1.e 3.67 18Use of Technology 1.e 4.09 23Advocacy 1.f 4.18 22Learning, Achievement, & Instruction 1.f 4.28 18Use of Data 1.f 3.67 15Program Development 1.e 4.43 14Team Building 1.e 4.08 13Leadership 1.g 4.13 16School Violence 1.e 3.62 21Professional Competencies 1.g 4.45 22
Notes: 1=No Competence, 2=Minimal Competence, 3=Adequate Competence, 4=More than adequate competence, 5=Excellent Competence
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Fieldwork Evaluation – C & D PracticumSchool Counseling
Fall 2012 and Spring 2013
CTC StandardNCATE
Standard
Fall 2012(EPC 659C)
Spring 2013(EPC 659D)
Mean N Mean NProfessional Attributes 1.g 4.79 34 4.86 37Competence in Multicultural and Human Relations 1.e 4.85 34 4.81 37Knowledge of Schools 1.e 4.42 33 4.76 37Coordination & Collaboration 1.e 4.34 29 4.71 35Family Involvement & Support 1.e 4.37 27 4.48 33Academic Development 1.e 4.63 32 4.69 36Personal & Social Development 1.g 4.44 27 4.61 31Career Development 1.e 4.35 23 4.46 28Use of Technology 1.e 4.63 32 4.77 35Advocacy 1.f 4.68 31 4.78 36Learning, Achievement, & Instruction 1.f 4.52 25 4.53 30Use of Data 1.f 4.17 23 4.62 29Program Development 1.e 4.32 19 4.63 30Team Building 1.e 4.50 22 4.61 31Leadership 1.g 4.41 29 4.49 35School Violence 1.e 4.11 19 4.45 29Professional Competencies 1.g 4.66 32 4.74 35
Notes: 1=No Competence, 2=Minimal Competence, 3=Adequate Competence, 4=More than adequate competence, 5=Excellent Competence
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Disposition Assessment of Graduating Candidates
School CounselingSpring 2013
It is important that graduate students: NCATE Standard
Spring 2013
Mean N
Develop and apply expertise in their fields of study. 1.e 4.67 9Think critically and engage in reflective, ethical, and legal practice throughout their education and professional lives. 1.e, 1.g 4.89 9
Develop empathic, respectful, and congruent interpersonal skills and abilities to work successfully with groups and individuals from diverse backgrounds in educational, community, and mental health settings.
1.e, 1.g 4.89 9
Communicate effectively using oral, written, and observational skills. 1.e 4.56 9
Become information competent scholars and researchers capable of utilizing current technology in work environments while engaging in and disseminating creative, empirical, and applied research studies and/or program evaluations.
1.e 4.44 9
Collaborate skillfully and respectfully as leaders, consultants, and team members in a variety of settings. 1.g 4.67 9
Develop skills necessary to assess and evaluate individuals and groups. 1.e. 1.f 4.56 9
Maintain an inclusive multicultural and global perspective, emphasizing social justice, gender and educational equity, access, and support. 1.g 5.00 9
View their roles as preventative, educative, and therapeutic in promoting the well-being, healthy relationships, academic success, and career mastery. 1.g 4.67 9
Acts as advocates with initiative, perception, and vision to lead and transform the practices and policies of those who provide services to individuals, families, schools, organizations, community, and policymakers.
1.g 4.89 9
Provide service through a wide variety of field-based partnerships informed by theory, research, and practice. 1.g 4.44 9
Pursue lifelong professional and personal development through such mediums as continuing education, information technology, psychological counseling, participation and leadership in professional organizations and doctoral study.
1.g 4.67 9
Notes: 1 = Not important, 2 = Somewhat important, 3 = Very important, 4 = Critically important, 5 = Highest priority
Candidate Fieldwork Experience Evaluation
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School CounselingSpring 2013
Please rate how well your field experience/clinical practice this semester helped you to:
NCATE Standard
Spring 2013
Mean N
1.1 Deepen knowledge in my discipline 3.b 4.64 28
1.2 Create an environment where students will achieve state-adopted academic standards 3.b 4.50 28
1.3 Employ inclusive practices 3.b 4.54 28
1.4 Reflect on my own practice 3.b 4.75 28
1.5 Exhibit ethical and caring behavior 3.b 4.79 28
1.6 Collaborate with peers, colleagues, and/or other professionals 3.b 4.68 28Please rate the following aspects of your field experience:
2.1 Clarity of expectations for fieldwork responsibilities 3.c 4.61 28
2.2 The opportunity to apply what I learned in my program coursework. 3.c 4.61 28
2.3 The opportunity to use technology. 3.c 4.36 28
2.4 The opportunity to implement and assess strategies for improving student learning. 3.c 4.39 28
2.5 The opportunity to reflect on my practice. 3.c 4.64 282.6 The opportunity to demonstrate the knowledge, skills and dispositions in the professional role for which I am preparing.
3.c 4.54 28
2.7 Feedback to help me improve my practice. 3.c 4.56 27
Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Out
Fieldwork Placement Information for Online Evaluation
The Department of Educational Psychology and Counseling is requesting the following information from you so that your fieldwork supervisor may submit the required evaluation of your performance via the online CSUN Data Warehouse system. Please answer the questions below. Submit the form back to your practicum instructor or to the Department Office.
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STUDENT INFORMATION
NAME: ________________________________________________________________
CLASS: EPC ___________________ INSTRUCTOR _______________________
STUDENT EMAIL: _________________________
FIELDWORK PLACEMENT INFORMATION
SUPERVISOR NAME: ____________________________________________________
FIELDWORK SITE: ______________________________________________________
ADDRESS: _____________________________________________________________
SCHOOL DISTRICT: (if appropriate) __________________________________________________
PHONE: _______________________________
EMAIL: _______________________________
THANK YOU
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APPENDIX ASELECTION MATERIAL
RATING FORM - SCHOOL COUNSELING STUDENT APPLICATIONS
NAME_____________________________________________________________
REVIEWER NAME:_________________________________________________
GRADES (GPA) 3.7+ 3.3+ 3.0+ 2.5+ 2.0+
GRE (V/Q)1200+ 1000+ 800+ 600>
EXPERIENCE
3 of 3 2 of 3 1 of 3 0
• Work with Children and FamiliesExperience working with children and families; experience working in a public school setting as a teacher or related occupation; experience employed full time in a non-public school or clinical setting.
• Leadership Experience serving as manager or director of a business or program (e.g. summer camp); experience leading a group program or classroom; program development experience including implementation; teaching experience with children and/or adults.
• Multicultural experienceExperience working with a variety of cultural and ethnic groups particularly groups different from one’s own ethnicity and culture.
REFERENCES3 2 1 0
2 strong letters At least one strong letter Acceptable letters Weak letters
COMMENTS:
STATEMENT OF PURPOSE3 2 1 0
Writing Skills____ Excellent____ Above Average____ Average
Content____ Excellent____ Above Average____ Average
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____ Below Average ____ Below Average
3 – Excellent writing sample; well stated goals; special skills or experiences related to education or psychology; leadership and multicultural experience; concern or focus on helping students learn and achieve.
2 - Above average writing sample; stated goals; either special skills or experiences related to education or psychology; or leadership and multicultural experience; no particular concern or interest expressed in helping students learn and achieve.
1 – Average writing sample; unclear goals; primary interest in mental health counseling, no special interest in education or psychology or leadership or multicultural experience.
0 - Below average writing sample; no goals stated; no experiences relevant to education or psychology; no leadership or multicultural experience noted.
INTERVIEW
Leadership Potential 3 2 1 0Multicultural Sensitivity 3 2 1 0Sense of Purpose 3 2 1 0Advocacy Experience 3 2 1 0Flexibility/Adaptability 3 2 1 0Knowledge of the Field 3 2 1 0
Overall Rating Excellent
3
Above Average
2
Average
1
Below Average
0
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APPENDIX B
EPC 659B STUDENT ADVANCEMENT EVALUATION FORMDepartment of Educational Psychology and Counseling
Michael D. Eisner College of EducationCalifornia State University, Northridge
Practicum Instructor: _______________________ Student: ___________________________ 659 A/B Teaching Assistant: ________________ Supervisor/Mentor __________________ Student completes information above this line. Evaluator completes information below this line.
Evaluator’s Name (printed): ____________________________ Evaluator’s e-mail address: ________________________________ Phone: ( )___________________ Evaluator’s Signature: _______________________________ Date: (Circle One) Supervisor/Mentor Location _________________________ or Course Instructor Course Number __________________ Please return to Practicum Instructor or to the Department Office by Monday, April 27, 2009. BASIC COUNSELING/RELATIONAL SKILLS* Based on direct observation, please indicate the level (1 to 5, 5 = highest level) at which the student (S) normally functions in counseling his/her clients (C) by circling a number. Please skip to the “General Knowledge and Skills” section, if you have not directly observed counseling skills. 1. POSITIVE REGARD: Ability to respect the personhood of each individual and believe that all people have inherent worth. Individual is never rejected, although a person’s actions may be confronted.
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1 = S shows a complete lack of respect for C’s feelings, experiences and potentials;
they are not even worthy of consideration.
2 = S shows little respect for C’s feelings, experiences and potentials. May respond mechanically or ignore many obvious clues.
3 = In many ways, S shows a positive respect and concern for C’s feelings, experiences and potentials.
4 = S shows a very deep respect and concern for C. Enables C to feel free to be her/himself and to feel her/his value as an individual.
5 = S shows the very deepest respect and caring for C. S/he is fully committed to C’s value as an individual.
N/A = Not able to assess EPC 659B Evaluation
Page 2 of 5 2. EMPATHY: Ability to understand another person’s communications (i.e., feelings,
world- view, beliefs, values experiences, and goals).
1 = S shows no awareness of C’s obvious feelings. S detracts significantly from C’s
communications. S is bored disinterested or prejudiced. 2 = S shows some awareness of C’s obvious surface feelings but responds to something
other than what C is expressing. 3 = S reflects accurately C’s expressed surface communications but doesn’t show
understanding of C’s deeper feelings.
4 = S feeds back C’s feelings noticeably enriched, at a level deeper than C could express them.
5 = S is fully attuned to C’s wavelengths at all levels. They can readily explore all untouched
regions together. A = Not able to assess
3. CONGRUENCE: Ability to be completely genuine with others; i.e., verbal and
nonverbal messages are not in conflict, and reactions are in the here and now and do not hide behind the façade of the professional role.
1 = S either speaks in a manner unrelated to her/his feelings or his/her genuine
expressions are used only for destructive purposes.
2 = S either speaks in a manner unrelated to her/his feelings or s/he can’t use her/his negative genuine expressions constructively – s/he acts a role.
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3 = S seems to make appropriate, sincere responses, but shows no real involvement with C.
4 = S responds sincerely with many of her/his own feelings and uses all responses constructively whether they are positive or negative.
5 = S is freely and deeply her/himself with S. Uses all responses as a means to open further areas of exploration for S and C.
N/A = Not able to assess 4. SELF-DISCLOSURE: Ability to volunteer unique personal information that is relevant to
the client’s situation.
1 = S actively tries to conceal her/his own feelings and personality. Any self-revelation s/he
makes shows her/his indifference to C’s needs. Or, S shares highly personal material that
is not relevant to C’s situation and may be a burden to C. 2 = S only responds to direct questions about her/himself, and then only briefly and with
a minimum of information. Never volunteers such information. Or, S shares highly personal material that may be somewhat relevant to C’s situation, but may be a burden to C.
3 = S volunteers moderate personal information about her/himself (e.g., her/his reaction to what C is presenting) that may be somewhat relevant to C, but it is often vague and doesn’t reveal anything that is unique about her/him.
4 = S freely volunteers in a constructive way moderate information about her/his feelings, experiences and beliefs, revealing her/himself as a unique individual.
5 = S freely volunteers in a constructive way moderate information about her/himself that reveals her/himself as a unique individual and is meaningful and highly relevant to C’s situation.
N/A = Not able to assess *Modified from Carkhuff and Martin Scale (1967), using recent research findings as cited by Young (2003) and experience as psychotherapist and counselor educator
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EPC 659B Evaluation Page 3 of 5
GENERAL KNOWLEDGE AND SKILLS For each of the areas below, please evaluate the student compared to other students at the same level of training. Add comments to highlight both areas of strength and those needing improvement. Rating Scale 1 – EMERGING Little evidence of understanding concepts or demonstration
of skill; lacking consistency; 2 – PROGRESSING Understanding of concepts and uneven demonstration of skill 3 – SATISFACTORY Acceptable understanding and demonstration of skill 4 – CONSISTENT (TARGET) Consistent high level of understanding and
demonstration of skill 5 – EXCEPTIONAL High level of understanding and integration of skill;
demonstrated independence, insight, and creative application
N/A Not able to assess at this time or in this area 5. COUNSELING THEORIES 1 2 3 4 5 N/A
a. Recognizes historical development of counseling theories b. Identifies basic counseling theories c. Applies theoretical material to case studies d. Understands ingredients that engender change behaviorally, cognitively, and affectively
COMMENTS:
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5. COUNSELING THEORIES 1 2 3 4 5 N/A a. Recognizes historical development of counseling theories b. Identifies basic counseling theories c. Applies theoretical material to case studies d. Understands ingredients that engender change behaviorally, cognitively, and affectively
COMMENTS:
6. HUMAN DEVELOPMENT 1 2 3 4 5 N/A a. Identifies individual development and transitions across the lifespan b. Applies theories of learning and personality development to case studies
COMMENTS:
7. CROSS-CULTURALCOUNSELING HUMAN DIVERSITY 1 2 3 4 5 N/A
a. Recognizes, understands, and respects the complexity of socio-cultural diversity b. Recognizes the issues of diversity that impact the counseling environment c. Identifies the impact of own gender, culture, ethnicity, age, and beliefs on the therapeutic
process d. Provides unbiased counseling environment when client’s values or beliefs are different
from own e. Applies strategies consistent with client’s values and beliefs
COMMENTS:
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EPC 659B Evaluation Page 4 of 5
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8. INDIVIDUAL AND GROUP ASSESSMENT 1 2 3 4 5 N/A
a. Knows basic concepts of standardized and non-standardized testing b. Applies strategies for selecting, administering, and interpreting assessment and
evaluation instruments
COMMENTS:
9. RESEARCH PRINCIPLES 1 2 3 4 5 N/A a. Locates, critically evaluates, and describes applications of research and other
literature relevant to field of study.
b. Defines research methods, such as qualitative, quantitative, single-case c. Uses technology and statistical methods in conducting research d. Reviews research to improve counseling effectiveness
COMMENTS:
10. SCHOLARSHIP 1 2 3 4 5 N/A a. Demonstrates basic and research information competence skills, including
technological competence b. Demonstrates competence in communication skills c. Demonstrates competence in writing mechanics d. Demonstrates competence in writing skills
COMMENTS:
11. ETHICS 1 2 3 4 5 N/A a. Demonstrates knowledge of ethical issues b. Demonstrates critical thinking and appropriate legal and ethical responses when
presented with case studies involving legal and ethical dilemmas in the field. c. Maintains appropriate therapeutic boundaries d. identifies personal reactions/countertransference issues that could interfere with
the therapeutic process e. Identifies personal limitations that require outside consultation
COMMENTS:
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13. PROFESSIONALISM 1 2 3 4 5 N/A a. Demonstrates punctual and responsible behavior b. Dresses appropriately for counseling/work setting c. Develops positive relationships with professional colleagues (i.e., other students) d. Collaborates positively with professional colleagues e. Maintains timely and orderly paperwork f. Adheres to agency/school policy g. Belongs to professional organizations h. Carries liability insurance i. Adheres to professional ethical standards
COMMENTS:
12. PERSONAL QUALITIES 1 2 3 4 5 N/A a. Demonstrates self-awareness b. Copes with personal problems and stresses c. Recognizes personal limitations d. Motivated to learn and grow e. Demonstrates integrity f. Shows initiative g. Relates amicably with faculty, peers, and clients/students
COMMENTS:
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APPENDIX C
Educational Psychology and CounselingSchool Counseling Fieldwork Evaluation Form
Please rate the candidate's competence in the various areas specified. Competence is defined by his/her ability to perform the various functions:
1: No Competence2: Minimal Competence3: Adequate Competence4: More than Adequate Competence5: Excellent Competence 1. Professional Attributes
Student is responsible, reliable, punctual; consistently attends fieldwork and documents fieldwork activities; adheres to ethical standards of the profession; relates openly with supervisor, accepts criticism, implements suggestions; maintains professional appearance, judgment and behavior, consults with other professionals in the school setting.
1 2 3 4 5 N/A2. Competence in Multicultural and Human Relations
Sensitive to, knowledgeable and respectful of students and family members from diverse backgrounds and their educational needs; relates effectively with diverse cultural and ethnic people and groups; demonstrates an appreciation for ethnic and cultural diversity.
1 2 3 4 5 N/A3. Knowledge of Schools
Demonstrates knowledge about school organization and structure, school and community resources, and intervention programs that increase student learning and achievement.
1 2 3 4 5 N/A4. Coordination and Collaboration
Demonstrates knowledge and skill in collaborating and coordinating services with education and community professionals in addressing the needs of students and their families.
1 2 3 4 5 N/A5. Family Involvement and Support
Demonstrates ability to involve and work with parents and families in supporting student personal, social, career and academic development.
1 2 3 4 5 N/A6. Academic Development
Demonstrates ability to identify student barriers to learning including bias educational equity and opportunity; demonstrates knowledge of requirements for promotion, retention, graduation, and grade level standards; demonstrates skill in advising and motivating students and teaching strategies to increase learning and achievement.
1 2 3 4 5 N/A7. Personal/Social Development
Demonstrates ability to assess personal risk and intervene in crisis situations to prevent suicide and reduce stress; demonstrates skill in counseling students regarding personal and social concerns and issues; demonstrates skill in providing group counseling and implementing programs that improve the social functioning of students and contribute to positive school climate.
1 2 3 4 5 N/A8. Career Development
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Demonstrates knowledge of the components of a career development program and ability to advise students in educational and career paths, to administer and interpret performance tests and career inventories, and to assist students in setting goals, making decisions and holding high aspirations.
1 2 3 4 5 N/A9. Technology
Demonstrates knowledge and skill in using school data base systems and technology for accessing student school records and evaluating student progress; demonstrates skill in using email, the internet, PowerPoint and websites in support of school counseling work.
1 2 3 4 5 N/A10. Advocacy
Demonstrates ability to advocate for students including students with special needs. Advocates for high academic expectations and learning success for all students.
1 2 3 4 5 N/A11. Learning, Achievement and Instruction
Demonstrates knowledge and skill in planning and teaching guidance lessons in small groups and classrooms employing a variety of instructional techniques; evaluates student learning outcomes; works effectively with teachers and educational programs to promote student learning and success.
1 2 3 4 5 N/A12. Use of Data
Demonstrates ability to implement assessment and data gathering to document the need for support services; demonstrates ability to gather school and student performance data; demonstrates ability to organize, implement and present results of a data based evaluation of an education or support services program that includes assessment on student learning and achievement.
1 2 3 4 5 N/A
13. Program DevelopmentDemonstrates skill in developing, organizing, implementing and evaluating programs to increase leaning and create a positive school learning climate; demonstrates ability to develop, organize, implement and an in-service education program.
1 2 3 4 5 N/A14. Team Building
Demonstrates knowledge and skill in working with school task or work groups/committee meetings; effectively participates in student study team meetings; consults effectively with teachers, school staff and parents in improving student performance and achievement; effectively facilitates a team/committee meeting.
1 2 3 4 5 N/A15. Leadership
Demonstrates initiative and leadership; demonstrates knowledge of school/organizational systems change and ability to work as a change agent; demonstrates skill in mentoring and/or supervising.
1 2 3 4 5 N/A
16. School ViolenceDemonstrates knowledge of predictors/precursors to violent and aggressive behavior, victimization and perpetration; demonstrates knowledge of school policies and procedures for handling violence in the school; demonstrates ability to mediate and resolve conflicts, intervene in interpersonally aggressive/violent situations and counsel students with anger management problems; demonstrates skill in implementing strategies to promote interpersonal respect and prevent violence.
1 2 3 4 5 N/A17. Professional Competencies
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Demonstrates effective communication, respect and constructive working relationships with parents, school staff and students; demonstrates strong writing skills; demonstrates knowledge of and skills in addressing laws related to school children and school settings; accurately assesses own performance and plans activities for developing skills and overcoming deficiencies.
1 2 3 4 5 N/A
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APPENDIX D
Project Scoring RubricStudent:_________________________________Project Chair:____________________________Semester: Fall Spring Summer Year:__________
1 2 3 4 5 Score
Chp 1: Statement of Problem
Fails to provide adequate context, rationale, purpose, and terms.
Poor statement of context supporting rationale for proposed project, statement of why project is needed, statement of purpose, list of terms. Grammar structure adequate.
Adequate statement of context supporting rationale for proposed project, statement of why project is needed, statement of purpose, list of terms. Grammar structure adequate.
Provides clear context supporting rationale for proposed project; clear statement of why project is needed; clear purpose; comprehensive list of terms. Well written: uses proper grammar and spelling; clear transitions.
Provides clear context supporting rationale for proposed project; clear statement of why project is needed; clear purpose; comprehensive list of terms. Exemplary writing that flows well: clear, concise, and comprehensive. Uses proper grammar and spelling; clear transitions.
Chp 2: Critical Evaluation of Literature
Fails to provide review of relevant literature.
Incomplete or poorly developed review of literature; problems with organization; weak linkage to project topic. Grammar structure adequate.
Adequate review of relevant and empirical sources. Adequate synthesis and organization of literature that is linked to project question. Some attention to diversity issues pertaining to topic (e.g., gender, culture, religion, language, etc.). Grammar structure
Good review of relevant and empirical sources, citing seminal works in the field. Good synthesis and organization of literature that is clearly linked to project question. Attention to diversity issues pertaining to topic (e.g., gender, culture, religion, language, etc.). Well written: uses proper
Thorough review of relevant and empirical sources, citing seminal works in the field. Exemplary synthesis and organization of literature that is clearly linked to project question. Specific attention to diversity issues pertaining to topic (e.g., gender, culture,
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adequate. grammar and spelling; clear transitions.
religion, language, etc.). Exemplary writing that flows well: clear, concise, and comprehensive. Uses proper grammar and spelling; clear transitions.
Chp 3: Methodology
Fails to provide sufficient method for project.
Incomplete or poor conceptualized statement of intended audience for project, qualifications of professionals who would use project, and requirement for implementing project. Outline for project unclear. Adequate grammar structure.
Provides adequate statement of intended audience for project, qualifications of professionals who would use project, and requirement for implementing project. Organized outline of project. Some attention to diversity issues pertaining to topic (e.g., gender, culture, religion, language, etc.). Grammar structure adequate.
Provides good statement of intended audience for project, qualifications of professionals who would use project, and requirement for implementing project. Well-organized outline of project. Attention to diversity issues pertaining to topic (e.g., gender, culture, religion, language, etc.). Well written: uses proper grammar and spelling; clear transitions.
Provides clear statement of intended audience for project, qualifications of professionals who would use project, and requirement for implementing project. Comprehensive and well-organized outline of project. Specific attention to diversity issues pertaining to topic (e.g., gender, culture, religion, language, etc.). Exemplary writing that flows well: clear, concise, and comprehensive. Uses proper grammar and spelling; clear transitions.
Chp 4: Project Fails to produce acceptable project.
Poor or incomplete conceptualization, organization, and applicability. Unrealistic for intended
Adequate conceptualization, organization, and applicability. Potential usefulness to intended
Well conceptualized, organized, and applicable. Useful to intended audience. Includes
Significant and original contribution to field. Exceptionally well conceptualized, organized, and
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audience. Fails to include evaluative data. Grammar structure adequate.
audience. Includes some evaluative data. Grammar structure adequate.
evaluative data. Well written: uses proper grammar and spelling; clear transitions.
applicable. Easily used by intended audience. Includes meaningful evaluative data. Exemplary writing that flows well: clear, concise, and comprehensive. Uses proper grammar and spelling; clear transitions.
Chp 5: Summary, Recommendations, and Conclusion
Fails to provide adequate summary, recommendation and/conclusions.
Poor summary, critique, and recommendations for implementation and further research.
Adequate summary, critique, and recommendations for implementation and further research. Grammar structure adequate.
Good summary, critique, and recommendations for implementation and further research. Well written: uses proper grammar and spelling; clear transitions.
Sophisticated summary, critique, and recommendations for implementation and further research. Exemplary writing that flows well: clear, concise, and comprehensive. Uses proper grammar and spelling; clear transitions.
APA style & format
Little or no conformation to APA format / style
Many substantial consistent APA errors
Some minor consistent APA errors
Few APA errors, none consistent
Exemplary APA format / style throughout
Ethical and Legal Standards
Little or no application of standards
Substantial misapplication of ethical & legal standards
Some misapplication of ethical or legal standards
Adequate application of all ethical & legal standards
Exemplary application of all ethical & legal standards
Mastery of Information Technology
Fails to demonstrate mastery of information technology in one or more of the following areas: accessing research resources;
Minimal knowledge of research resources, including databases, library, and internet. Minimal knowledge of basic skills with
Evidence of adequate knowledge of research resources, including databases, library, and internet. Evidence of basic skills with
Evidence of competent use of research resources, including databases, library, and internet. Evidence of competence with statistical and
Evidence of sophisticated use of research resources, including databases, library, and internet. Evidence of mastering statistical and
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using research software; using word processing software.
statistical, research software, word processing, and other relevant software.
statistical, research software, word processing, and other relevant software.
other research software. Evidence of competent use of word processing and other relevant software.
other research software. Evidence of sophisticated use of word processing and other relevant software.
Total→
Student Dispositions: Assess the student’s demonstration of the following dispositions during the culminating experience; you may include knowledge from other coursework in the final year of the student’s program.Application of Professional Knowledge
Inadequate standards in the acquisition and application of professional knowledge, skills, and behaviors included in program’s academic and practice curricula.
Minimal standards in the acquisition and application of professional knowledge, skills, and behaviors included in program’s academic and practice curricula.
Adequate standards in the acquisition and application of professional knowledge, skills, and behaviors included in program’s academic and practice curricula.
High standards in the acquisition and application of professional knowledge, skills, and behaviors included in program’s academic and practice curricula.
Exemplary standards in the acquisition and application of professional knowledge, skills, and behaviors included in program’s academic and practice curricula.
Critical Thinking Fails to demonstrate creative, critical, or reflective thinking/practice.
Poor creative, critical, and reflective thinking/practice.
Adequate creative, critical, and reflective thinking/practice.
Good creative, critical, and reflective thinking/practice.
Exemplary creative, critical, and reflective thinking/practice.
Judgment and Coping
Lacks mature judgment and sufficient coping abilities.
Problems with mature judgment and coping abilities.
Adequate judgment and coping abilities.
Mature judgment; good copying abilities.
Exemplary and mature judgment; outstanding copying abilities.
Interpersonal Relations
Fails to adequately demonstrate empathy, respect, and congruence; poor interpersonal skills.
Several notable problems with empathy, respect, and congruence; poor interpersonal skills.
Adequate demonstration of empathy, respect, and congruence; adequate interpersonal skills.
Good demonstration of empathy, respect, and congruence; good interpersonal skills.
Exemplary and consistent demonstration of empathy, respect, and congruence; exemplary interpersonal skills.
Collaboration Fails to establish collaborative relationships to
Poor skills in creating collaborative relationships to
Adequate skills in creating collaborative relationships to
Strong skills in creating collaborative relationships to
Exemplary skills in creating collaborative relationships to
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solve problems or make decisions.
solve problems and make decisions.
solve problems and make decisions.
solve problems and make decisions.
solve problems and make decisions.
Inclusive Perspective
Fails to demonstrate an inclusive, multi-cultural, and/or global perspective.
Minimal demonstration of an inclusive, multi-cultural, and global perspective.
Adequate demonstration of an inclusive, multi-cultural, and global perspective.
Clearly demonstrates an inclusive, multi-cultural, and global perspective.
Demonstrates a consistent and sophisticated perspective that is inclusive, multi-cultural, and global.
Ethics Fails to demonstrate a basic understanding of legal, ethical, and/or professional practice.
Minimal understanding of legal, ethical, and professional practice.
Adequate understanding of legal, ethical, and professional practice.
Demonstrates a good understanding of legal, ethical, and professional practice.
Demonstrates a consistent and sophisticated understanding of legal, ethical, and professional practice.
Total→
Additional Comments:
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School Counseling program