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T exas Southern University College of Education

Department of Counseling

Spring, 2015 C O UN 638-O rganization and Administration of Counseling and Guidance Services Joyce F inch, Ed.D ., LPC , CSC Office: (713) 313-7625 Cell : (281) 731-2099; Room 307A Email: dr joycefinch@gmail.com Office Hours: Tuesdays-1:30-5:30 Thursdays-1:30-5:30 T extbooks: 1. The ASCA National Model: A Framework for School Counseling Programs 3rd Edition ISBN-9781929289325 3. A Model Developmental Guidance and Counseling Program for Texas

Public Schools: A Guide for Program Development Pre-K-12th Grade (Publication # GE9 320 01);

Google: Program Development Guide-Texas

Course Description: Introduction to planning, organizing, and administering guidance services in public schools and other agencies. (Prerequisite: COUN 539) A Focus on the Standards: Standard I: Learner Centered Knowledge Standard II: Learner Centered Skills Standard III: Learner Centered Process Standard IV: Learner Centered Equity and Excellence for All Learners Standard V: Learner Centered Communications Standard VI: Learner Centered Professional Development Downloadable copies of the study manual are available from: http://www.sbec.state.tx.us

Course Outcomes based on C A C R EP guidelines:

1. Use management, analysis, and presentation of data from school-based information surveys, interviews, focus groups, and needs assessments to improve student outcomes.

2. Design, implement, monitor, and evaluate comprehensive developmental school counseling programs including an awareness of various systems that affect students, school, and home.

3. Implement and evaluate specific strategies that meet program goals and objectives.

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4. Identify student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies.

5. Preparation of an action plan and school counseling calendar that reflect appropriate time commitments and priorities in a comprehensive developmental school counseling program

6. Strategies for seeking and securing alternative funding for program expansion 7. Use of technology in the design, implementation, monitoring, and evaluation of a

comprehensive school counseling program

G rading 1 Group Project & PowerPoint Presentation

Program Development Portfolio ASCA Competencies-V-A-1, I-A-2, II-B-1 Texas Competencies-009, 004, 006 CACREP-II-A, II-B-1

25 %

1 Individual Group Grade 10 % 5 Quizzes

ASCA-II-A-2, II-A-4, II-B-1 Texas-005,007,010 CACREP-SC-C-2, SC-C-6

20 %

1 Midterm Exam ASCA-II-A-2, II-A-4, II-B-1 Texas-005,007,010 CACREP-SC-C-2, SC-C-6

10 %

1 Mission Statement ASCA-I-A-6, V-B-1c, II-A-1 Texas-001, 003, 008 CACREP-SC-A-5, SC-B-1

5 %

3 Surveys (Parents, Students, Teachers) ASCA-I-A-6, V-B-1c, II-A-1 Texas-001, 003, 008 CACREP-SC-A-5, SC-B-1

15 %

1 Chapter Presentation ASCA-I-A-8, I-B-1b, I-B-3a Texas-004, 005,009 CACREP-II-3-C, II-5-E

10 %

1 Counselor Calendar and Action Plan 5 % Total 100 %

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It is Y O UR responsibility to get to class on time and do your work. If you do N O T come to class on time and do N O T complete your assignments when due, you will NOT receive an A in this class no matter how many points you have earned. A student who receives an A is one who is on time and completes A L L assignments when due. Assignments G roup Project Student groups will develop a school guidance curriculum based on A Model Developmental Guidance and Counseling Program for Texas Public Schools: A Guide for Program Development Pre-K-12th Grade and the ASCA model. The project will include:

evaluation tools in the form of surveys AEIS data School Snapshot an action plan a calendar year projection a PowerPoint presentation (described below) implementation design and evaluation of specific strategies that meet program goals and objectives student academic, career, and personal/social competencies and the implementation of processes and activities

to assist students in achieving these competencies (lessons) details to be given in class

You will obtain a complete description and dossier for your district from the Academic Excellence Indicator System on the web page for the Texas Educational Agency. (http://www.tea.state.tx.us/perfreport/account/). Your projects will address different aspects of the planning, implementation, and evaluation of a guidance program for your district. Taken together, your projects will describe a new, comprehensive plan for the district.

A Competent educator :

1. demonstrates knowledge of the content that is being taught, and is able to assist students in the process of mastering content through the use of research-based practices; 2. demonstrates the capacity to problem solve, and to think critically and reflectively; 3. demonstrates an understanding of human development, and the ability to act on this understanding; 4. demonstrates an understanding of classroom organization, planning, and management and the ability to act on this understanding; 5. demonstrates an understanding of learning as a socially mediated, constructive process, and the ability to act on that understanding; 6. demonstrates an understanding of effective communication and collaboration strategies; 7. demonstrates an understanding of research, assessment and evaluation as ongoing processes involving multiple sources of information and techniques; 8. demonstrates an understanding of the importance of involving families, communities, and colleagues in the education of all children, and the ability to act on this understanding; and 9. demonstrates knowledge of current technology in educational practice, and the ability to apply it in a classroom or school setting.

Candidate Proficiencies

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A Committed and Culturally Responsive educator : 10. acts on the belief that all children can learn and creates instructional opportunities that adapt to learners from diverse cultural backgrounds and with exceptionalities; 11. demonstrates an understanding of the urgency to accommodate the nature and needs of each learner, and is able to act on this understanding; 12. demonstrates a commitment to high moral and ethical values; and 13. assumes accountability for the outcomes of instruction, and continually validates the effects of his/her choices and actions on others. 14. values and appreciates cultural differences within a classroom or school setting, and is able to apply an understanding of cultural and linguistic diversity to the design and implementation of instruction. A Caring educator (disposition) 15. understands the rights of all students to have access to a curriculum that allows them to develop to their fullest potential, and is able to act as an advocate for students in this respect; 16. demonstrates by appropriate behaviors during class settings and in work environment; The candidate has been alert and responsive; 17. demonstrates a respect for the profession; 18. demonstrates punctuality with regard to arrival to class, practicum, student teaching, field experience, meetings and etc; 19. maintains confidentiality; 20. demonstrates ; 21. participates in professional development activities that were recommended.

PowerPoint Presentation of G roup Project / Notebook It includes the design, implementation, monitoring, and evaluation process necessary for the comprehensive school counseling program implementation. Website reviews and supportive reading materials should be integrated into the notebook and presentation. There will be no make-up opportunities for missed projects. All students are expected to attend group presentations no exceptions!!! Presentations will be conducted during class time, and class members will serve as seminar participants (i.e., class members will assume the predetermined roles during the seminar). Visual aids, videos, slides, handouts, experiential activities, assessments, and other creative means of presenting the material are highly recommended. 25% of your grade will be your group presentation and notebook. 10% of your grade will be the individual grade that you will receive when the other group members critique your involvement in the notebook and presentation. Time will be reserved for groups to meet and develop thei r workshops; however , additional meeting times are encouraged. This notebook will N O T be returned to you. It is advised that you make a copy of your notebook. Quizzes & Examinations There will be a maximum of 5 quizzes given throughout the semester. They will be given during the first 10-15 minutes of class. There will be one mid-term and N O final examination. There will be no make- up opportunities for missed quizzes or examinations. Mission Statement Your provides the vision of what is desired for every student. The mission statement aligns with and is a subset of the

will contribute.

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Surveys Students will develop three surveys to assess students, teachers, and parents on academic and school climate based on AEIS data. Counselor Calendar and Action Plan Preparations of an action plan and school counseling calendar that reflect appropriate time commitments and priorities in a comprehensive developmental school-counseling program. Chapter Study: Each student or group (depending on the student enrollment) will be assigned one chapter to study and develop a PowerPoint slide show for class viewing based on the textbook and any other support material the student deems as appropriate. A reference page at the end M UST be included. Late projects will not be accepted. Tuesday 5:30-8:00

C O UN 638 T exas Southern University

1-20 Introduction & Orientation 1-27 Pages VII-XIV

I-The ASCA National Model Themes 2/3 Quiz # 1

II-Foundation 2/10 Quiz # 2

III-Management Mission Statement is Due

2-17 Quiz # 3 IV-Delivery

2-24 Quiz # 4 V-Accountability Surveys (3) Due

3/3 Quiz # 5 Appendix Review for Mid-Term

3-10 Mid-Term Review Contents of Notebook and PowerPoint Presentation

3-17 Spring Break 3-24 Counselor Calendar & Action Plan Due (Be prepared to present it to the class.) 3-31 Student Research Day 4-7 Student Research Day 4-14 Student Research Day 4-21 Student Research Day 4-28 Group PowerPoint Presentations & Notebook 5/5 Group PowerPoint Presentations & Notebook 5/16 TSU Graduation **Please note that the instructor reserves the r ight to change the schedule with proper notice to the students.

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Counseling 638 Scoring Rubric for Chapter & PowerPoint Presentations Criteria   Max.  Point  

Value  Points  Earned  

Comments  

Use of professional literature/material independent of textbook

10  

Ability to communicate objectives and points of discussion clearly (& Addresses all domains *applies to group project only)

15  

Ability to make and maintain eye contact with audience

5  

Ability to keep the audience actively engaged

10  

Use of relevant handouts 10   Quality of visual support 10   Ability to convey material to audience without over-reading.

5  

Established attitude of professionalism

5  

Nonverbal communication (stance, movement, open or closed, etc.)

5  

Ability to answer questions based on textbook and other literature posed by classmates

5  

Level of Creativity 10   Overall Performance & Feedback

10  

Totals Maximum point Value

100

Total Score

Name __________________________

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Counseling 638 Scoring Rubric for Individual G roup G rade Name: ___________________________________ Individually rate each member of your team, including yourself. 4 = Strongly Agree 3 = Agree 2 = Disagree 1 = Strongly Disagree Name of T eam Member

Participation Contributed best academic ability

Preparation Research, Reading, Assignment Completion

Attendance On time and stayed for duration

Interpersonal Relations Positive and productive

Between Meeting Communication Initiated and responded appropriately

Overall Contribution Score

General Comments

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Disability Statement Texas Southern University maintains a policy for students with disabilities in accordance with the American with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Under these federal guidelines, the University is obligated to:

1. Protect the civil rights of students with disabilities. 2. Protect the confidentiality and privacy of students with disabilities 3. Provide reasonable accommodations and services to students with known disabilities, who are

qualified to meet the requirements of the academic program, apart from the handicapping condition.

The burden of proof is on the student to demonstrate the need for requested accommodations. If you feel you are qualified to receive services, please contact the Office of Disabled Student Services at 713-313-4210 or visit the office in the Fairchild Building, Room 147 between the hours of 8am-5pm, Monday through Friday. V ision of the College of Education The College of Education at Texas Sof informed thought regarding matters of urban education as well as the foremost producer of exemplary professionals who are prepared to provide effective service in urban schools, agencies, and other entities. Mission of the College of Education The mission of the College of Education at Texas Southern University is to provide competent professionals for effective service in urban schools, agencies, and other entities using research and collaboration in seeking solutions to teaching, learning, and behavioral challenges facing urban populations. Philosophy of the College of Education

coherence of its beliefs. The faculty of the College of Education believes that (a) all students can learn, (b) faculty members are lifelong learners, and (c) individuals must be respected and held to high expectations. Programs in the College of Education are organized around core beliefs that are both cognitive and affective. The faculty believes that both student and faculty productivity will be enhanced in high expectation climates where both groups experience unconditional high regard. Moreover, academic experiences are directly related to faculty-student interactions, and students and faculty bring their experiences, perceptions, and global perspectives to any relationship. Students achieve in a culture of success. Institutional, state, and national standards are used as guides for what is taught and how it is taught. These beliefs reflect our thinking about learners and learning. The College of Education faculty is accountable for modeling and teaching the content and skills that help candidates develop professional knowledge that is aligned with institutional, state, and national standards. Therefore, candidates learn the associated content, skills, and dispositions theoretically and practically. The College prepares caring, committed, competent, and culturally responsive professionals who will work effectively in historically underserved urban communities. The candidates and professionals who are prepared in the College of Education will demonstrate a commitment to

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excellence in technology integration, responsiveness to diversity, and in the acquisition of a broad base of knowledge and skills that are linked to professional standards and dispositions The Mission for the Department of Counseling Our mission is to prepare counselors, who value equity and equality, to meet the demands of a culturally and linguistically diverse clientele through a special emphasis on knowledge bases and internships in an urban setting. The Counseling program will prepare counselors to fulfill the following roles:

Serve as advocates, leaders, counselors, and consultants to increase the options of clients they serve; Become managers of resources and partnership builders, enlisting the support of stakeholders in the

local, national, and international communities; Develop in students a commitment to achieve and provide conditions that enable clients to accomplish

their goals; Serve as problem solvers for clients living in an urban environment in particular, as well as those

attempting to cope with societal demands in non-urban settings; and Develop professionals capable of conducting research germane to urban challenges.

The C O E Proficiencies Proficiencies are organized into three categories, with proficiencies for caring and committed educators combined in one category.

A competent educator:

1. demonstrates knowledge of the content that is being taught and is able to assist students in the process of mastering content through the use of research-based practices;

2. demonstrates the capacity to problem solve and to think critically and reflectively;

3. demonstrates an understanding of human development and the ability to act on this understanding;

4. demonstrates an understanding of classroom organization, planning, and management and the ability to act on this understanding;

5. demonstrates an understanding of learning as a socially mediated, constructive process, and the ability to act on that understanding;

6. demonstrates an understanding of effective communication and collaboration strategies;

7. demonstrates an understanding of research, assessment and evaluation as ongoing processes involving multiple sources of information and techniques;

8. demonstrates an understanding of the importance of involving families, communities, and colleagues in the education of all children, and the ability to act on this understanding; and

9. demonstrates knowledge of current technology in educational practice, and the ability to apply it in a classroom or school setting.

A caring and committed educator:

10. acts on the belief that all children can learn and creates instructional opportunities that adapt to learners from diverse cultural backgrounds and with exceptionalities;

11. understands the right of all students to have access to a curriculum that allows them to develop to their fullest potential and is able to act as an advocate for students in this respect.

12. demonstrates an understanding of the urgency to accommodate the nature and needs of each learner, and is able to act on this understanding;

13. demonstrates a commitment to high moral and ethical values; and

14. assumes accountability for the outcomes of instruction and continually validates the effects of his/her choices and actions on others.

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The culturally responsive educator:

15. values and appreciates cultural differences within a classroom or school setting and is able to apply an understanding of cultural and linguistic diversity to the design and implementation of instruction.

G raphical Representation of the Conceptual F ramework

The process by which urban professionals are prepared is referred to as ExPO which stands for College of Education (COE) expectations, practices, and outcomes. The overall expectation for candidates at Texas Southern University given its underlying vision, mission, and philosophy, is that the COE will facilitate the preparation of urban professionals (that is, administrators, counselors, and teachers). Faculty responds to this expectation with practices that result in candidate acquisition of knowledge, skills, and dispositions at initial and advanced levels. The outcomes of these practices are urban professionals who manifest caring, competent, committed, culturally responsive qualities and characteristics as depicted in the graphic.

Such professionals exit the preparation program with the knowledge, skills, and

dispositions necessary to succeed. The coherence of the various elements of ExPO are evident in the conceptual framework. The elements of ExPO contribute to the acquisition of the caring, competent, committed, culturally responsive qualities and characteristics central to preparing urban professionals.

Learner Centered Teaching and Learning

F ield and C linically- Based Exper iences

Contextual Teaching and Learning

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Alignment of Assessment to Standards Assessment aligns with the following standards:

Standard T ExES Proficiencies Student L earning Objectives SB E C Standard I Learner Centered Knowledge: The certified school counselor must know and understand: (2) Counseling and consultation theories and practices; Standard I I . Learner-Centered Skills: The certified school counselor must: (3) Counsel individuals and small groups using appropriate counseling theories and techniques in response to

Standard I I I . Learner-Centered Process: The certified school counselor must: (2) Facilitate learner's ability to achieve their potential by helping them set and attain

001 Human Development 002 Environmental Influences 003 Diversity 004 Program Management 005 Developmental Guidance Program 006 Responsive Services 007 Individual Planning 008 Assessment 009 Consultation and Collaboration 010 School Home Relationships 011 School-Community Relationships 012 Ethical, Legal, and Professional Standards

1) demonstrates knowledge of the content that is being taught, and is able to assist students in the process of mastering content through the use of research-based practices; 2) demonstrates the capacity to problem solve, and to think critically and reflectively; 3) demonstrates an understanding of human development, and the ability to act on this understanding; 6), demonstrates an understanding of effective communication and collaboration strategies; 8) demonstrates an understanding of the importance of involving families, communities, and colleagues in the education of all children, and the ability to act on this understanding; 10) acts on the belief that all children can learn and creates instructional opportunities that adapt to learners from diverse cultural

Students will: 1. demonstrate technology

competence; 2. identify the importance of

individual counseling with a focus upon brief counseling approaches and issues affecting the development and functioning of school-age children (CACREP SC-C.2a, d);

3. identify the nature of developmentally structured activities for small groups, peer helper groups, classroom guidance, and programs for the total school community that address the removal of barriers to learning and success (CACREP SC-A.3, B.3,4, C.1.c, d, 2.b, c);

4. describe the use of collaboration and leadership skills enhancing teamwork in the school and in the community (CACREP SC-B.2);

5. trace the history and evolution of school counseling (CACREP II.J.8.a; SC-A.1);

6. demonstrate an awareness of professional organizations; professional preparation standards; professional credentialing; ethical standards and guidelines of ACA and ASCA; and policies, laws, and legislation relevant to school counseling (CACREP II.J.8.c,d,e,f: SC-A.4,5);

7. describe the design, management and delivery of a counseling program (CACREP SC A.2; B.5, C.1.b; SC-C.1.d);

8. demonstrate an awareness of the implications of multicultural and

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challenging educational, career, and personal/social goals based on various types of information. Standard V . Learner-Centered Communication: The certified school counselor must: (1) Demonstrate effective communication through oral, written, and nonverbal expression; (3) Support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members, & (4) Facilitate learner's access to community resources Standard V I . Learner-Centered Profession Development: The certified school counselor must: (1) Use

backgrounds and with exceptionalities; 11) demonstrates an understanding of the urgency to accommodate the nature and needs of each learner, and is able to act on this understanding; 12) demonstrates a commitment to high moral and ethical values; 16) demonstrates by appropriate behaviors during class settings and in work environment; The candidate has been alert and responsive; 18) demonstrates punctuality with regard to arrival to class, practicum, student teaching, field experience, meetings and etc; 19) maintains confidentiality;

diversity issues as related to students (CACREP SC-A.6);

9. discuss social and educational reform and other influences on students, and demonstrate an understanding of the advocacy role of the counselor (CACREP II.J.8.g);

10. discuss the impact and use of technology with a counseling program;

11. understand the need for parental involvement, and identify varied approaches to assist students and parents with educational transitions and developmental life crises (CACREP SC-.2.d.e, 3.b);

12. understand the need for referral procedures with regard to brokering of services, information provision, and collaborative efforts (CACREP SC-B.1, 2; C.3.a); and

13. understand how the effective use of data can support equitable opportunity for all students and provide accountability measures (CACREP SC-C.1.a).

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reflection, self-assessment, and interactions with colleagues to promote personal professional development;

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A lignment C F Outcomes

Link to NCATE Elements

K-Knowledge S-Skills

D-Disposition

ASC A American School Counselor Association

T ExES C A C R EP

A Competent Counselor demonstrates: 1. genuine facilitative counseling skills

S IV-B-3 IV-B-3a-b IV-C-2

Domain I Competency 006

D.2.

2. the ability to recognize and address emotions

S IV-B-3c Domain I Competency 003

C.6.

3. the ability to develop a theoretically based case conceptualization

K II-A-5 Domain I Competency 001

C.1. C.4.

4. the ability to effectively assess clients and develop appropriate treatment plans.

K I-A-9 Domain II Competency 006

D.3.

5. the ability to evaluate the

intervention and make appropriate adjustments to intervention as necessary

K III-B-8 Domain II Competency 004

C.2.

6. the ability to design, plan, implement and facilitate groups

K IV-B-3 IV-B-3a-b IV-C-2

Domain II Competency 006

C.5.

7. the ability to establish and maintain effective collaboration and/or consultation professional relationships within and outside the work setting

K I-B-4 IV-B-5a IV-B-6a

Domain III Competency 008 Competency 009

M.1-7. N.1-5.

8. good listening skills and is approachable at work and in the community

S I-B-2c Domain III Competency 008 Competency 009

D.1.

9. a commitment to personal development and is able to facilitate self growth exploration

S III-B-1 III-B-1i

Domain III Competency 010

D.5.

10. the ability to generalize learning from situation to situation

S III-B-6a III-B-6c

Domain II Competency 005

M.1-7.

11. leadership, self-respect and responsibility in professional roles

S I-B-2 I-C-6

Domain III Competency 010

O.1-5.

12. the ability to maintain self control and displays appropriate reactions

S II-B-4g Domain III Competency 010

D.1.

13. a commitment to professional development, and a readiness to actively contribute and participate within the profession and professional organizations

K III-B-1f-g Domain III Competency 010

A.1-7.

14. equitable treatment and respect for all individuals

S IB-1h Domain I Competency 002

E.1.; E.3.; E.4. F.1.; F.3. H.1.

15. an understanding of ethical and legal guidelines within educational and counseling environments

S II-A-7 Domain III Competency 010

B.1.

16. values and maintains confidentiality of communications and records within legal guidelines and requirements of both

K II-B-4i Domain III Competency 010 Standard V

D.5.

CandiKnowledge, Skills and Dispositions  

During my course work I demonstrated:

K Knowledge S Skills

1 Strongly disagree

2 Disagree

3 No

Opinion

4 Agree

5 Strongly

Agree A Competent counselor demonstrates:

1.demonstrates genuine facilitative counseling skills

S 2. demonstrates the ability to recognize and address emotions S 3. demonstrates the ability to develop a theoretically based case conceptualization;

K

4. demonstrates the ability to effectively assess clients and develop appropriate treatment plans;

K

5. demonstrates intervention and make appropriate adjustments to intervention as necessary

K

6. demonstrates the knowledge and ability to design, plan, implement and facilitate groups;

K 7. demonstrates the ability to establish and maintain effective collaboration and/or consultation professional relationships within and outside of the work setting;

K

8. demonstrates good listening skills and is approachable at work and in the community;

S 9. demonstrates a commitment to personal development and is able to facilitate self growth exploration;

S 10. demonstrate the ability to generalize learning from situation to situation;

S 11. demonstrates leadership, self-respect and responsibility in professional roles;

S

12. demonstrates the ability to maintain self control and displays appropriate reactions;

S A Committed and Culturally Responsive educator: 13. demonstrates a commitment to professional development, and a readiness to actively contribute and participate within the profession and professional organizations;

K

14. demonstrates equitable treatment and respect for all individuals;

S 15. demonstrates an understanding of ethical and legal guidelines within educational and counseling environments;

S 16. values and maintains confidentiality of communications and records within legal guidelines and requirements of both educational and counseling environments;

K

17. respects the ethical and moral values and concerns of the clients/students, school/community agency, and community at large; and

K

18. demonstrates integrity and the ability to remain objective within educational and counseling environments.

S

Print Your Name: ___________________________ Date:___________ Your T-Number ________________ Department: ____________________________ Certification area:_______________ Indicate your status or classification: ________________

Transition Point 2: COUN 539, 638, 735 & 736 Transition Point 3: COUN 839 & COUN 840 Form A: Advanced Program Revised Fall 2011

CandiKnowledge, Skills and Dispositions