interview of a counselor 6-8 pages

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515_Syllabus_Summer20202.pdf

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NOVA SOUTHEASTERN UNIVERSITY

COLLEGE OF PSYCHOLOGY

DEPARTMENT OF COUNSELING

COURSE SYLLABUS

I. Course Information

Course Number and Title: PYCL 0515 – Principles of School Counseling (51820-W01)

Credit Hours: 3

Course CRN, Section, and Location: MG19, Ft. Lauderdale

Semester and Year: Summer II 2020

Course Start and End Dates: June 22-August 9, 2020

Building and Room: Canvas and Ft. Lauderdale Campus, Maltz Psychology Center

II. Instructor Information

Professor:

Dr. Michael Kane

Adjunct Professor

[email protected]

(561)281-0915

Office Hours by Appointment

Office Hours and Communication: Office Hours by Appointment; Please use email for

instructor contact.

III. Class Schedule and Location

Dates and Class Meeting Times:

Course Meeting Dates: June 22-August 9, 2020

On-Campus Meeting Dates: July 17, 18 & 19, 2020

August 7, 8 & 9, 2020

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Class Meeting Times: Fridays 6:00 p.m. - 10:00 p.m.

Saturdays 8:30 a.m. - 6:00 p.m.

Sundays 9:00 a.m. - 5:30 p.m.

IV. Course Description This course covers the history, philosophy, functions, management, and operation of

comprehensive school counseling programs in elementary and secondary schools with

emphasis on the role of the professional school counselor.

V. Learning Outcomes

Course Objectives:

Upon completion of this course, students will be able to:

1. Describe the history, philosophy, and development of the counseling profession in general and school counseling as a specialty area.

2. Understand the role and process of professional school counselors as leaders, advocates, system change agents in P-12 schools.

3. Understand the school counselor roles in leadership and multidisciplinary teams. 4. Knowledge of the school counseling program models including the ASCA National

Model Framework.

5. Practice developing school counseling program mission statements and objectives. 6. Learn about the effective design and evaluation of school counseling programs. 7. Understand how to design counseling curriculum, plan lessons, use classroom

management strategies, and differentiate instruction.

8. Understand how to use needs assessments and develop outcome measures for counseling programs.

9. Learn how to evaluate school counseling interventions, programs, and analyze data 10. Understand how to use data to advocate for programs and students. 11. Learn about peer intervention programs and strategies for implementing and

coordinating these programs.

12. Know competencies required to advocate for school counseling roles and the counseling profession, and understand how to use data for these advocacy purposes

13. Explore advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients, including awareness of public policies

and current issues affecting community mental health clients.

14. Be able to identify the qualities and styles of effective leaders in schools. 15. Have knowledge of the professional organizations, preparation standards, and

credentials relevant to the practice of counseling and the school counseling specialty

area.

16. Learn about professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these

issues.

17. Understand legislation and government policy relevant to school counseling. 18. Learn about current labor market information relevant to opportunities for practice

within the counseling profession.

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Required Assignment Tasks

Faculty systematically assesses each student’s progress by examining a combination of

competencies, knowledge and skills, as well as professional dispositions. Required

assignments are course tasks, activities, or assignments selected by faculty to assess student

learning in core content and specialization areas of the counseling curriculum. Required

marker tasks are measured multiple times and at different points in time during the student’s

master’s program.

This course has been identified as partially fulfilling one or more of the content areas required

by the Florida Department of Education (FL DOE), the Council for the Accreditation of

Educator Preparation (CAEP), and/or the Interstate Teacher Assessment and Support

(InTASC) standards. The following content area objectives are addressed within this course

via the designated required assignments, tasks, and/or accomplished practices described

below.

Florida Department of Education Objectives

The following DOE subject area competencies are addressed within this course, either through

material addressed in this course, or via Accomplished Practices tasks.

2.7 Demonstrate knowledge of the components of ASCA National Model: A Framework for

School Counseling Programs and Florida's School Counseling and Guidance

Framework: A Comprehensive Student Development Program Model (e.g., foundation,

management, delivery, accountability, systemic change, collaboration, advocacy,

leadership).

4.8 Identify ways to assist students in selecting secondary and postsecondary opportunities.

5.3 Demonstrate knowledge of collaborative decision making and the use of appropriate

data and resources to assist individuals and groups and enhance the school environment.

5.8 Demonstrate knowledge of multicultural, ethical, and professional competencies in

planning, organizing, implementing, evaluating, and enhancing the comprehensive

school counseling program.

6 Knowledge of professional, ethical, and legal considerations

6.1 Demonstrate knowledge of legal and ethical standards relevant to the counseling process

and practices.

6.2 Demonstrate knowledge of the professional and ethical standards of the American Counseling Association and American School Counselor Association.

6.3 Demonstrate knowledge of the legal rights of students and parents or guardians with

regard to student records (e.g., Family Educational Rights and Privacy Act, Health

Insurance Portability and Accountability Act, Individuals with Disabilities Education

Improvement Act).

6.5 Demonstrate knowledge of the counselor's role as an advocate and leader to promote

and support student success in the school and community.

7 Knowledge of academic advisement

7.1 Identify effective strategies for promoting student awareness of graduation

requirements, the college admission process, scholarships, and other postsecondary

opportunities.

8.3 Demonstrate knowledge of needs assessment techniques.

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9.1 Demonstrate knowledge of the use of technology in accessing, managing, storing,

reporting, and transmitting student information.

9.2 Demonstrate knowledge of the appropriate use of technology to plan, organize,

implement, evaluate, and enhance the comprehensive school counseling program.

9.3 Demonstrate knowledge of the benefits and limitations of various technological

applications.

10.4 Demonstrate knowledge of the counselor's responsibility to address his or her own

biases.

Florida Educator Accomplished Practices (FEAPs)

Candidates will demonstrate competency in the delineated Key Assessment for Accomplished

Practice 6 (Continuous Improvement, Responsibility, and Ethics) via successful completion of

the following required tasks. The Florida Accomplished Practice assignment is also aligned

with the Florida Student Services Personnel Evaluation Model (SSPEM) Domain E

(Professional Learning Responsibility, and Ethical Practice). The SSPEM is specifically

designed for student services professionals such as school counselors.

Florida Educator Accomplished Practices

Candidates will demonstrate competency in the delineated Accomplished Practices via

successful completion of the following required tasks.

Students will demonstrate competency via successful completion of the following required

assignment tasks:

1. Observation, Discussion, and Reflection on Ethical Issues: Code of Ethics and Case Studies (FPEC 5.8, 6, 6.1, 6.2, 6.3, 6.4, 6.5; InTASC 9e.p, 9f.p, 9j.k, 9m.d, 9o.d;

CAEP Unit Standard 1g; SSPEM Domain E; and FEAP b.6.2.b, b.6.2.c, b.6.2.d

2. Self-Improvement Plan (FPEC 9.1, 10.4; InTASC 4q,r) 3. Interview of a School Counselor (FPEC 2.7, 4.8, 7, 7.1) 4. Canvas Advisement Module (NSU Program Requirement) 5. Final Exam (FPEC 8.3)

These tasks will be further described below in the Description of Assignments.

VI. Material and Resources Required Text(s):

American School Counselor Association. (2019) – Fourth Edition. The ASCA National Model

- A framework for school counseling programs, Fourth Edition, Alexandria, VA: The

American School Counselor Association. ISBN-13: 978-1929289592

Dahir, C. A. & Stone, C. B. (2015). The transformed school counselor (3rd ed.). Belmont,

CA: Brooks/Cole. ISBN-13: 9781285191201

Additional Required Readings:

Candidates are responsible for viewing all information in the course module in Canvas. The

Canvas course module contains important supplemental information regarding course

readings and other instructor-provided materials.

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Recommended Readings:

American School Counselor Association (www.schoolcounselor.org)

Florida School Counselor Association (www.fla-schoolcounselor.org)

American Counseling Association (www.counseling.org)

Florida Department of Education (www.fldoe.org)

Required Course Resources: (located at https://sharklink.nova.edu):

1. NSU Email Account 2. Canvas Course Management System Access

VII. Course Schedule and Topic Outline

Calendar of Topics/Assignments

Wk. Date Topics Reading

Assignment

Assignments

1 June 22-26

June 22-

Course

Orientation

Online

Today’s Schools

Transformed

School Counseling

Counseling Theory

ASCA National

Model Overview

Syllabus

Stone & Dahir (SD)

1 & 2

ASCA pp. xii-xv

Online Course Orientation

Monday, 6/22 at 6:30-7:30PM.

Join via Zoom Meeting

Post Introductions in Discussion

Board (DB). Introduction to DB

by midnight Wednesday,

6/24.Response to at least 2

classmates by midnight Sunday,

6/28.

2 June 29-

July 2

Campus

Closed July

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Counseling

Practice

Legal & Ethical

Issues

ASCA Define

APA Style

SD 3 & 6

ASCA pp. 1-28

Nova Writing &

Communication

Center

Discussion Board (DB). Original

post to DB by midnight

Wednesday, 7/1. Response to at

least 2 classmates by midnight

Sunday, 7/5.

Nova Writing & Communication

Center nova.campusguides.com/sharkwrites

3 July 6-10 School Counselors

as Leaders

School Counselors

as Advocates

ASCA Manage

SD 4, 5

ASCA pp. 29-76

Discussion Board (DB). Original

post to DB by midnight

Wednesday, 7/8. Response to at

least 2 classmates by midnight

Sunday, 7/12.

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Weekend #1:

4 July 13-17

ON

CAMPUS:

July 17:

6-10pm

July 18:

8:30a-6pm

July 19:

9:00am-

5:30p

Transformed

School Counseling

21ST Century

Schools & Schools

ASCA Mindsets &

Behaviors

Counseling Theory

Ethical Issues

Self-Improvement

Plan

Assignment #1 Ethical Issues

• Assignment #1 due to Canvas by midnight, Friday July 17.

• Informal class presentation Saturday, July 18.

Assignment #2 Self-

Improvement Plan

• Informal class presentation Sunday, July 19.

Mid-Term Exam

• Sunday afternoon, July 19.

5 July 20-24 Implementing the

ASCA National

Model

Accountability &

Data-Based

Decision Making

Diversity Matters

ASCA Deliver

SD 7, 8 & 9

ASCA pp. 77-84

Discussion Board (DB).

Original post to DB by midnight

Wednesday, 7/22. Response to at

least 2 classmates by midnight

Sunday, 7/26.

6 July 27-31 Working with

Special Needs

Students

All Students

College-Career

Ready

Transitioning to

the field of School

Counseling

ASCA Assess

SD 10, 14 & 15

ASCA 85-114

Study for Final Exam

Assignment #2 Self-

Improvement Plan

• Due to Canvas by midnight Friday, July 31.

• Informal class presentation Saturday, August 8.

Weekend #2:

7 August 3-7

ON

CAMPUS:

August 7:

6-10pm

Practice with Data-

Based Decision

Making

Design your

Comprehensive

School Counseling

Program

Assignment #2 Self-

Improvement Plan

• Presentation Saturday, August 8.

Assignment #3 Interview of a

School Counselor

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August 8:

8:30am-

6pm

August 9:

9am-

5:30pm

Self-Improvement

Plan

Interview

Presentations

Transitioning into

the Field of School

Counseling

• Due to Canvas by midnight, August 8.

• Formal in class presentation Sunday, August 9.

Final Exam

• Sunday afternoon, August 9

Weekend Course Disruption (e.g., Hurricane. Instructor Illness): In the event of an

unforeseen campus closure (e.g., hurricane) or instructor issue (e.g., sudden illness) that

requires rescheduling of the class meeting weekend, class may be cancelled and rescheduled

due to emergency situations.

Original Class Day Campus Open

Make Up Day

7/17/20, Friday 7/24/20, Friday

7/18/20, Saturday 7/25/20, Saturday

7/19/20, Sunday 7/26/20 Sunday

8/7/20, Friday 8/14/20, Friday

8/8/20, Saturday 8/15/20, Saturday

8/9/20, Sunday 8/16/20, Sunday

If an alternate weekend course meeting date is not possible or if the term will have ended at

the conclusion of the campus closure (e.g., the campus is closed for Weekend #2), instructors

and students should be prepared to complete the course in a fully online, synchronous course

equivalency within the university-specified term dates, and to provide an updated course

calendar to the program office. In the event of campus closure, live/virtual class meetings will

be scheduled on Thursdays from 7-9PM for weeks 1, 2, 3, 5 and 6. Synchronous delivery of

weekend format (weeks 4 and 7) will occur on a modified schedule.

Original Class Day Campus Closed

Live/Virtual Class Meeting

7/17/20, Friday 6/25/20, Thursday, 7-9PM

7/18/20, Saturday 7/2/20, Thursday, 7-9PM

7/19/20, Sunday 7/9/20, Thursday, 7-8:30PM

8/7/20, Friday 7/17/20, Friday, 7-9PM

8/8/20, Saturday 7/18/20, Saturday, 8:30AM-3:30PM

8/9/20, Sunday 7/19/20, Sunday, 9AM-2:30PM

7/23/20, Thursday, 7-9PM

7/30/20, Thursday, 7-9PM

8/7/20, Friday, 7-9PM

8/8/20, Saturday, 8:30AM-3:30PM

8/9/20, Sunday, 9AM-2:30PM

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VIII. Instructional Methods Methodology:

This course uses a variety of teaching methods including readings, didactic lecture, in-class

discussions, and on-line activities. Students will have an opportunity to synthesize and apply

what they are learning through in class and online discussions. Student participation is

essential in this course. The PowerPoint slides used in the lecture are available on the course

Canvas site. Students are encouraged to review these before class and to have them printed

out for class to assist with notetaking.

IX. Assignments Description of Assignments

1. PYCL 515 Assignment #1 – Observation, Discussion, and Reflection on Ethical Issues:

Code of Ethics and Case Studies (FPEC 5.8, 6, 6.1, 6.2, 6.3, 6.4, 6.5; InTASC 9e.p, 9f.p,

9j.k, 9m.d, 9o.d; CAEP Unit Standard 1g; SSPEM Domain E; and FEAP b.6.2.b, b.6.2.c,

b.6.2.d) (10 points)

In this assignment, you will research and become familiar with codes of ethics that guide your

work as an educator. To complete the assignment, you will determine the appropriate and

legal courses of action in response to three case studies.

1. To begin this assignment, read the following 3 Codes of Ethics’ documents from the

specified associations/organizations below. Summarize the main legal and ethical

components from each of the codes in a brief, but informative narrative that includes a

discussion of the following focal questions (FPEC 6.1, 6.2/InTASC 9f.p, 9j.k, 9o.d):

• Who or what is the educator’s/school counselor’s primary concern?

• How can the school counselor strive to achieve and sustain the highest degree of ethical conduct?

• What are the types of behaviors (e.g., bullying, child abuse, etc.) that the school counselor should report to administration?

• What are the reasons for suspension of a professional? a. National – National Education Association:

NEA: Code of Ethics of the Education Profession

http://www.nea.org/home/30442.htm

b. State (choose one): Florida’s Code of Ethics and Principles of Professional Conduct

http://www.fldoe.org/teaching/professional-practices/code-of-ethics-principles-of-

professio.stml

Florida’s Office of Professional Practices FAQ for Educators – Florida DOE Process

for Florida – Office of Professional Practices FAQ for Educators – Florida DOE

Process for Responding to Disciplinary Action

http://www.fldoe.org/edstandards/FAQ.asp

c. Professional Code of Ethics:

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American School Counselor Association’s Ethical Standards for School Counselors

https://www.schoolcounselor.org/school-counselors-members/legal-ethical

Make sure that you reference specific codes from EACH of the three codes of ethics

(national, state, and ASCA in all your answers).

2. Review and respond to the following three case studies within the context of the codes of ethics. Your responses to each case study must cite within your text and reference at the

end of your work the articles provided in the links below the 3 codes of ethics. Your

responses must be thorough and of high quality. You will be expected to describe an

appropriate plan of action to correct the behavior described in the case study and provide

additional plans of action based on the codes of ethics as well as the articles read.

This paper is expected to be 8-10 pages in length (excluding title page) following APA

style. There are five sections to the paper (see below for details):

(1) Summary of Codes of Ethics (1-2)

(2) Case study review (2-3 pages)

(3) Reflection of each case study to your school responsibilities (2-3 pages)

(4) Additional Resources (1-2 pages)

(5) Consequences (1-2 pages)

1. Case Study Review

Case Study 1 (FPEC 6.1, 6.3/InTASC 9f.p, 9j.k, 9o.d):

You are a new elementary school counselor and notice that one of your students

consistently comes to school in the morning with dirty clothes, body odor, and

suspicious bruises on his arms. According to the codes of ethic and district faculty

policies, what should be your plan of action for addressing this issue?

Florida Department of Education, Office of Professional Practices Reporting

Misconduct and Abuse

http://www.fldoe.org/edstandards/poster.asp

The 2012 Florida Statutes

K-20 Education Code, Chapter 1006 , Support For Learning

1006.061 Child abuse, abandonment, and neglect policy.

§ 1006.061, Florida Statutes – Child abuse, abandonment, and neglect policy

The 2012 Florida Statutes

Chapter 39, Proceedings Relating to Children

39.201 Mandatory reports of child abuse, abandonment, or neglect; mandatory

reports of death; central abuse hotline (Mandated Reporters of child abuse as

defined by Florida Statute 39.201)

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search

_String=&URL=0000-0099/0039/Sections/0039.201.html

ASCA School Counselor Magazine Article, Nov/Dec 2011, Child Abuse: Who

Must Report? https://www.schoolcounselor.org/magazine/blogs/november-

december-2011/child-abuse-who-must-report

Legal and Ethical FAQs

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https://www.schoolcounselor.org/school-counselors-members/legal-ethical/legal-

ethical-faq

Case Study 2 (FPEC 6.1, 6.5/InTASC 9f.p, 9j.k, 9o.d):

You have decided to create a Facebook page for your high school counseling program

to communicate important information about application deadlines, college visits, and

other crucial counseling-related information.

i. What are some safeguards you should take into consideration to ensure appropriate use of this Facebook page?

ii. What should you do if a student or a parent requests you as a friend on your personal, private Facebook page? How can you increase privacy settings so

parents and students do not see your personal Facebook account information?

iii. What should you do if you come across a student being bullied on Facebook?

Social Media for School Counselors: National Association for College Admission

Counseling

Found in Canvas Assignment Folder

Broward County, Florida

Policy 5306 – School and Technology Usage

http://www.broward.k12.fl.us/sbbcpolicies/docs/P5306,000.pdf

Miami Dade County, Florida

Policy 7540.01 – Staff Network & Internet Acceptable Use & Safety

http://www.dadeschools.net/technology/Acceptable_Use_Policy.htm

Palm Beach County, Florida

Policy 3.29 – Acceptable Use of Technology by Employees

http://www.boarddocs.com/fl/palmbeach/Board.nsf/goto?open&id=AA5LDZ53D

BF5

Case Study 3 (FPEC 6.1, 6.5/InTASC 9f.p, 9j.k, 9o.d):

As a new middle school counselor, you have taken over a small group counseling unit

for girls who have difficulties getting along with their female peers and engage in

bullying behaviors. Most of the students have low grade point averages, so one of the

goals of the group is to raise their academic standing so they can be promoted to the

next grade.

i. The principal tells you that previous school counselor gave a weekly report on the students’ issues in the group. You are aware that this could create problems

with confidentiality and trust. What is your professional plan of action in this

situation?

ii) One of the parents of the students in the group wants to know what kinds of things her daughter has been telling you in the group. What should you do?

Family Educational Rights and Privacy Act

https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

ASCA School Counselor Magazine Article, Sept/Oct 2009, Confidentiality vs.

Principal Relationships

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https://www.schoolcounselor.org/magazine/blogs/september-october-

2009/confidentiality-vs-principal-relationships

Broward County, Florida

https://www.browardschools.com/cms/lib/FL01803656/Centricity/domain/13784/p

rivacy/FERPA-Notice-2017-18.pdf

Student Records: Confidentiality and Family Educational Rights

http://www.broward.k12.fl.us/sbbcpolicies/docs/P5100.1.000.pdf

Palm Beach County,

Florida Policy 5.50 - Student Records http://www.boarddocs.com/fl/palmbeach/Board.nsf/goto?open&id=ALJKV252F341

2. Reflect on the application of each case study to your school responsibilities. What must

you do to avoid these types of professional and ethical conflicts in the future? (InTASC

9e.p, 9i.k, 9m.d)

3. Identify and describe three additional resources to use by school counselors who wish to avoid professional and ethical conflicts (InTASC 9e.p, 9i.k, 9m.d). Do not use any of the

same articles listed above, and do not use your textbook. These can be professional

websites, ethical resources from ASCA, or professional books/articles.

4. Based on your analysis of the information found on the FL DOE website (http://www.fldoe.org/edstandards/FAQ.asp), describe the consequences of teachers’ and

school counselors’ unethical practices (FPEC 6.2/InTASC 9o.d).

See detailed rubric at end of syllabus for more information. Assignment due to LiveText

by midnight, July 17. Informal class presentation July 18.

A rubric for this assignment can be found at the end of the syllabus. Students must receive

at least a 70% to receive a passing grade. A student who scores less than 70% of the grade

on the assignment must complete an Individual Remediation Plan with the instructor.

Failure to successfully remediate the assignment will result in a F (Fail) grade in the

course.

2. PYCL 515 Assignment #2 – Self-Improvement Plan (FPEC 9.1, 10.4; InTASC 4q,r) (10

points)

School counselors recognize that their own learning and development is a continuous, lifelong

process. They routinely evaluate their knowledge, professional competencies, and outcomes

of their services. They use evaluation and self-reflection to determine specific needs for

continuing professional development, and they acquire training and attend continuing

professional development activities in order to strengthen weaknesses and to remain current in

meeting the needs of all stakeholders.

For this assignment, you are required to write a 4-5-page paper in which you evaluate your

knowledge and competencies in the field of school counseling, evaluate your strengths and

weaknesses, and write an action plan. Review the ASCA School Counselor Professional

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Standards and Competencies (2019). https://www.schoolcounselor.org/school-

counselors/standards

Use the outline below to guide your writing:

I. What competencies do you think school counseling will require of you? (1-2 pages) For example, think about:

a. Skill sets b. Personality traits c. Academic abilities d. Make sure to include your strengths/weaknesses related to advocacy,

leadership, diversity, and technology skills. II. What are your STRENGTHS in relation to these competencies? (1 page)

III. What are your WEAKNESSES in relation to these competencies? (1 page) IV. Develop an action plan that explains how you will overcome your weaknesses in

at least 2 areas. Make sure your plan is SPECIFIC and time-limited (you must be able to complete your plan by the 2nd weekend of the course). For example, don’t say “improve my listening skills” but instead, “meet once a week with my nephew to practice listening without interrupting.” (1 page)

The paper must be typed and double spaced. While APA style is not yet required, use of

headers is strongly encouraged to organize the paper. During the 1st weekend of class, you

will report on your plan of action. What do you plan to do between now and the next class

weekend to improve upon some of your areas of weakness? During the 2nd weekend of class,

you will report back on how well you followed through with your action plan. Bring to class

any evidence or proof available to demonstrate that you followed through with this plan.

These will be verbal reports; you do not need to prepare a formal presentation but be prepared

to talk about your Self- Improvement Plan in class.

See detailed rubric at end of syllabus for more information. Assignment due to LiveText

by midnight, July 31. Informal class discussion of plan (July 19) and outcome (August

8).

A rubric for this assignment can be found at the end of the syllabus. Students must receive

at least a 70% to receive a passing grade. A student who scores less than 70% of the grade

on the assignment must complete an Individual Remediation Plan with the instructor.

Failure to successfully remediate the assignment will result in a F (Fail) grade in the

course.

3. PYCL 515 Assignment #3 – Interview of a School Counselor (FPEC 2.7, 4.8, 7, 7.1) (10

points)

Given the vast needs of students, families, schools, and communities, the role of the school

counselor is varied and extensive. The traditional activities of the school counselor include

individual counseling, small group counseling, large group counseling, consultation, and

collaboration. In addition to these traditional school counseling activities, school counselors

regularly contribute to the development of school, agency, community, and/or public policies

and procedures that advocate for effective programs and services to benefit all children,

youth, and families. They promote mental health in schools and collaborate with

professionals in providing safe and violence free schools and communities. School

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counselors use their knowledge of professional and legal standards to advocate for the rights

and welfare of children and families and promote practices that help children and families of

all backgrounds feel welcome in the school community. School counselors provide

leadership in schools and other agencies in understanding and using research and evaluation

data and clearly present and disseminate information to diverse audiences to promote

improvement in instruction and student achievement.

It is important to hear first-hand from school counselors in the field regarding their job and

daily experiences. In addition to conducting an interview of one school counselor, you will

also have the opportunity to hear from your peers about their interviews with other school

counselors. Therefore, you will hear about a wide array of school counselors and school

counseling programs.

In order to complete the written part of this assignment, candidates need to fully understand

the ASCA National Model. Candidates will compare and contrast the school’s counseling

program with the knowledge of the ASCA National Model.

This paper is expected to be 6-8 pages in length (excluding title page) following APA style.

1. Interview a professional school counselor at the grade level that interests you (elementary, middle, or high school; public or private school) at his or her work site. Phone interviews

are not allowed nor are interviews of the school counselor(s) at the school in which you

already work. Candidates must use the interview questions below to guide the interview

(make sure you ask the questions in this interview form plus any other questions you may

want to ask the school counselor).

2. After completing the interview, write a report following this outline: I. Introduction- Include information about the school counselor and the school

(address, environment, grade level, type of school setting, type of

population, your observations, etc.) (1 page)

II. Describe the school counselor’s answers to each question and your reaction. Make sure to use headers to separate each question. (3-4 pages)

a. Provide a summary of the school counselor’s responses- this should not be what the counselor said verbatim, but instead

should be a summary in your own words

b. Describe your reaction to each of the school counselor’s responses. Your reaction should be based on what you have

learned in this class and your own impressions as well.

III. Conclusion- Answer the following questions (2-3 pages): a. What was your overall impression of the school counseling

program at this school?

b. What similarities in counseling style do you see between yourself and the school counselor you interviewed?

c. What differences in counseling style do you see between yourself and the school counselor you interviewed?

d. What can be done to enhance this school counseling program?

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Candidates must be prepared to discuss their findings in class during the 2nd weekend. Your

presentation should be organized and of professional quality. The use of PowerPoint or other

presentation software is highly recommended.

Interview questions:

The interview questions should address at least the following topics (you can also create your

own questions, but make sure that you at least touch on all the following topics):

1. What is your training/education experience? In what ways did your training prepare you well for this job? In what areas was your training lacking?

2. Do you have a structured school counseling program or plan that you follow for each year? (When discussing this question you may want to bring up the American School

Counselor Association’s school counseling program framework)? If so, can you tell

me about your counseling program’s structure/plan?

3. What does your typical day look like? Could you describe the major roles expected of you? (e.g., individual counseling, small groups, classroom guidance, testing, etc.)

4. To whom do you report? What is the attitude of your supervisor(s) about professional school counseling?

5. Do you find professional organizations to be helpful to you as a school counselor? If so, which ones? How are they helpful (or not helpful)?

6. Please tell me about your caseload and how students are assigned to you. What kinds of problems or concerns do the students frequently bring to you?

7. Do you refer students to services outside of school (or perhaps they have an in-school counseling center)? What type of problems/students do you typically refer out?

8. Who are your professional peers? Do you work with other school counselors and/or school staff, or do you work alone most of the time?

9. When making decisions about the school counseling program, with whom do you collaborate? Do you use data to enhance the school counseling program?

10. Please tell me about your counseling style and techniques you use. 11. What strategies do you use to make students aware of promotion requirements (i.e.,

promotion to the next grade level or graduation requirements)?

12. Please tell me how you help students transition to the school, or prepare them for transition to the next level (e.g., middle/high/college/career)?

13. Does your school have a crisis management or emergency/safety plan? If so, can you tell me about your role in this plan?

14. How does the school counseling department promote college and career readiness for all of your school’s students?

15. What do you like best about your job? What do you like least about your job?

Thank the school counselor for his/her time, and please, write him/her a “thank you” note after

you visited with him/her.

See detailed rubric at end of syllabus for more information. Assignment due to LiveText

by midnight, August 8. Formal class presentation August 9.

A rubric for this assignment can be found at the end of the syllabus. Students must receive

at least a 70% to receive a passing grade. A student who scores less than 70% of the grade

on the assignment must complete an Individual Remediation Plan with the instructor.

15

Failure to successfully remediate the assignment will result in a F (Fail) grade in the

course.

4. Canvas Discussion Board (20 points)

Four Discussion Board (DB) prompts are assigned. Scheduled online discussion board

activities will take approximately one hour per activity. The original post to DB (300-500 words) is due by midnight Wednesday. Feedback and response (100-200 words) at least 2 classmates is due

by midnight Sunday.

5. Class Participation (10 points)

Attendance and participation, both in class and online, are worth 10 points of the grade.

Candidates are required and expected to attend class and be on time. Missing ANY class time

will result in the lowering of the candidate’s final course grade. Candidates cannot miss more

than 4 hours of class without being dismissed from the course. See below for specific

information on the attendance policy.

Expected Participation and Attendance

Due to the intensive format of the course, consistent lateness and/or absence(s) will result in

point deductions (1 point will be deducted from the final grade for every half hour the

student is not in class). Students absent for more than 4 hours of instruction may be

withdrawn from the course, receive no higher than a C grade, and/or be asked to complete

additional assignments. When the student anticipates being late or missing class time, he/she

should contact the instructor ahead of time.)

X. Assessments Mid-term Exam (FPEC 8.3) (20 points)

The midterm exam will be given on Sunday afternoon of Weekend 1. The exam will consist

of multiple choice, short answer, and/or essay questions. The exam items will derive from the

ASCA book, the Stone & Dahir book, other assigned readings, material presented in class,

lectures, and/or group discussions/role plays. Assignment due on July 19.

Final Exam (FPEC 8.3) (20 points)

The final exam will be given on Sunday afternoon of Weekend 2. The final will consist of

multiple choice, short answer, and/or essay questions (closed-book, closed-notes). The final

exam items will derive from the ASCA book, the Stone & Dahir book, other assigned readings,

material presented in class, lectures, and/or group discussions/role plays (20 points). This exam

is one of the DOE assignments because it will include an assessment of candidates’ knowledge

of accountability measures and procedures. Needs assessments are an important part of

accountability and the ASCA National Model, therefore students will be expected to understand

how to design and implement a needs assessment. The instructor cannot submit the final grade

for this course until the candidate demonstrates competency in the area of knowledge of career

development theories (a FL DOE requirement). Assignment due on August 9

A rubric for this assignment can be found at the end of the syllabus. Students must receive

at least a 70% to receive a passing grade. A student who scores less than 70% of the grade

on the assignment must complete an Individual Remediation Plan with the instructor.

16

Failure to successfully remediate the assignment will result in a F (Fail) grade in the

course.

XI. Grading Criteria 1. Ethical Issues Observation 10 points 2. Self-Improvement Plan 10 points 3. Interview of a School Counselor 10 points 4. Final Exam 20 points 5. Midterm Exam 20 points 6. Canvas Discussion Board 20 points 7. Class Participation 10 points

Total 100 points

Grading Schema:

XII. Course Policies Academic Honesty/Plagiarism Policy: Students are expected to act in accordance with the

Nova Southeastern University policy on academic integrity. Cheating, lying,

misrepresentation, or plagiarism in any form is unacceptable and inexcusable behavior. Work

that is submitted for credit must be the original work of the student. Assignments that are not

the original work of the student are considered plagiarized and in violation of the Code of

Student Conduct and Academic Responsibility. Self-plagiarism, such as resubmitting the

same assignment or portions of an assignment to a different instructor, is also considered to be

a violation of the policy. Assignments submitted that are found to have plagiarized

information will be granted a failing grade, and may result in failure of the course. More

information can be found in the NSU student handbook

(https://www.nova.edu/studentaffairs/forms/studenthbk_nov2017.pdf). Please refer to Canvas

for links to writing and APA Style assistance.

Hardship Policy: Unforeseen events, emergencies, and life events can arise that impact

academic success or cause time away from class (e.g., divorce, illness, a family member’s

death, etc.). When a student needs to miss a class or submit an assignment past the due date,

students are expected to communicate with their instructor within 24-72 hours to discuss

arrangements for completing late assignments and to catch up with the course. Such

Grade Points Earned

A 93-100

A- 90-92

B+ 88-89

B 83-87

B- 80-82

C+ 78-79

C 73-77

C- 70-72

F Below 70

17

notification can occur through email or a phone call to the instructor. Likewise, if students

anticipate multiple absences or missed assignments, students are expected to communicate

with their instructor as early as possible to discuss a plan to make up missed exams or submit

other missed work. The instructor is not obligated to offer extended time for completion of

assignments or make-up work and has sole discretion in the determination of whether the

missed work/absence will be accepted. Moreover, the instructor has the right to request

supporting documentation including but not limited to medical notes, hospital discharge

summaries, and obituaries to determine whether to accept late work and excuse absences. On

a rare occasion, the instructor may encourage the student to drop the course with an option to

enroll in a future term once the crisis or life event is resolved. However, it is ultimately the

student’s responsibility to decide to complete or drop the course. If students need help

deciding to continue with a course, they can discuss their decision with their instructor or a

counselor. The program manager and coordinator can provide information regarding the

consequences that dropping a course might have on internship placements and graduation

timelines. Students in need of counseling can contact the Henderson Student Counseling

Center.

Paper Submission Requirements: Papers should be typed, double-spaced, with 12-pt font and

1-inch margins, and should conform to APA (American Psychological Association) Style, 6th

Edition. Proper spelling, grammar, and punctuation are expected. Late papers/assignments

will not be accepted without prior approval, and must be due to a legitimate emergency (not

computer problems).

Technology Requirements: You need access to a computer with Internet access for this

course. Online students are also required to have a working webcam. Access to Canvas and

your Nova e-mail will be required for this course. You can log in to Canvas using your Nova

ID and password. Students will find course articles and other relevant information on Canvas:

https://sharklearn.nova.edu/webapps/login/. Students also need to check Canvas weekly for

important announcements and class-related business. Articles for the course can be found

within the Course Content Module on Canvas. Please contact the NSU OIT Help Desk at 954-

262-4357 for technology support.

A Note on Class Participation: Participation is an important part of this course. Students are

expected to participate in scheduled class activities and discussions. This includes responding

to emails/messages in a timely manner, regularly accessing Canvas, and overall investment

and effort in the course, projects, and assignments. Your final course grade is likely to be

affected by both the quality and quantity of your participation. Students are expected to

function as professional counselors in training, which means participating in all discussions

and responding to communications in a timely and professional manner.

Confidentiality and Classroom Conduct: Being involved in class discussion and small groups

usually entails some amount of personal self-disclosure. Because of the nature of

vulnerability, trust, and openness needed to learn about this topic, it is extremely important

that confidentiality be maintained. Revealing personal information others have shared is a

breach of confidentiality and is unethical. If you would like to share with others regarding

your experiences, please reveal only your own reactions and understandings, and avoid using

18

names or identifying features of your classmates. It is expected that anyone participating in a

demonstration, role-play, or activity will have confidentiality respected.

As a graduate student, you will be treated and respected as an adult. Due to the nature of

discussions involved in this class, it is important that we respect each other’s opinions and

values. Likewise, there should be empathy and understanding for the personal pain that can

occur in those with whom we interact or discuss in class. You are expected to participate in

classroom activities and discussions in such a manner as to maximize learning for yourself

and your classmates.

Basic Ground Rules:

• Value differences

• One person speaks at a time

• Laugh with each other – not at each other

• Maintain confidentiality

• Have consideration for opinions other than your own

• No one dominates – everyone participates

• Keep an open mind – seek to understand others’ viewpoints

Personal Counseling: If you find that personal problems, career indecision, study and time

management difficulties, etc. are adversely impacting your successful progress at NSU, please

contact the NSU/Henderson Student Counseling Center at 954-262-7050 or 954-424-6911 for

assistance in locating services.

Instructor’s Statement: The instructor reserves the right to adjust the syllabus schedule as

needed to meet the needs of this particular class. Changes will be communicated with students

in a timely manner. It is your responsibility to keep informed about discussion topics and

assignments. If in doubt, check with your instructor. Please remember to retain your syllabi

after completion of the program; students may need it in the future for certification or

licensure purposes.

Professional and Personal Fitness: The counseling program is charged with the dual task of

nurturing the development of counselors-in-training and ensuring quality client care. In order

to fulfill these dual responsibilities faculty must evaluate students based on their academic,

professional, and personal qualities. A student’s progress in the program may be interrupted

for failure to comply with academic standards or if a student’s interpersonal or emotional

status interferes with being able to provide ethical services to clients. For example, in order to

ensure proper training and client care, a counselor-in-training must abide by relevant ethical

codes and demonstrate professional knowledge, technical and interpersonal skills,

professional attitudes, professional dispositions, and professional character. These factors are

evaluated based on one’s academic performance and ability to convey warmth, genuineness,

respect, and empathy in interactions with clients, classmates, staff, and faculty. Students

should demonstrate the ability to accept and integrate feedback, be aware of their impact on

others, accept personal responsibility, and be able to express feelings effectively and

appropriately.

19

Professional Organizations: The NSU Counseling Program strongly recommends that you

obtain membership in the American Counseling Association and/or the American School

Counselor Association, depending on your specific counseling degree. Student memberships

are available at a reduced rate, and allow you to become actively involved in local, state, and

national activities, which serve to enhance your professional repertoire. NSU’s Counseling

Student Organization (CSO) is also a valuable resource for networking and information.

Writing tutoring is available through NSU’s tutoring services. Graduate students can meet

with a tutor once per week for 45 minutes. The tutor can assist with APA style, grammar,

structuring, and formatting of papers. Tutoring can take place online for candidates who do

not live close to the Ft. Lauderdale campus. For more information and to set up an

appointment, call (954)262-8350.

Candidates seeking accommodations under the Americans with Disabilities Act may contact

NSU’s Disability Services office at [email protected] or (954) 262-7185. You will

be required to submit the appropriate paperwork from the Office for Students with

Disabilities if you require accommodations in this class. Please notify the instructor of your

accommodations by the end of the first week. Students requiring religious accommodations

should notify the instructor by the end of the second week of class.

NOTE: Counseling students, please retain your syllabus and all of your assignments for the

semester, including those that are graded and returned.

XIII. Bibliography Dimmitt, C., & Carey, J. (2007). Using the ASCA National Model to facilitate school

transitions. Professional School Counseling, 10(3), 227-232.

Dimmitt, C., Carey, J. C., Hatch, T. (2007). Evidence-Based School Counseling: Making a

Difference with Data-Driven Practices. Thousand Oaks, CA: Corwin Press.

Lapan, R.T. (2001). Results-based comprehensive guidance and counseling programs: A

framework for planning and evaluation. Professional School Counseling, 4, 289-299.

Myrick, R. D. (1997). Developmental guidance and counselor: A practical approach.

Minneapolis, MN: Educational Media Corporation.

Riddle, M. & Flanary, R.A. (August/September, 2008). Principal and counselor

collaboration. Retrieved from http://www.connection-

collegeboard.com/08sep/commentary.html

Sink, C.A. & Stroh, H.R. (2003). Raising achievement test scores of early elementary school

students through comprehensive school counseling programs. Professional School

Counseling, 6, 352-364.

20

Sink, C.A., Akos, P., Turnbull, R.J., & Mvududu, N. (2008). An investigation of

comprehensive school counseling programs and academic achievement in Washington

state middle schools. Professional School Counseling, 12, 43-53.

Stone, C. & Dahir, C. (2006). School counselor accountability: A measure of student success.

Upper Saddle River, NJ: Prentice Hall.

Thompson, R. A. (2012). Professional School Counseling: Best Practices for Working in the

Schools (3rd ed.). New York, NY: Routledge.

Wittmer, J. & Clark, M.A. (2007). Managing your school counseling program: K-12

developmental strategies, Third Edition. Minneapolis, MN: Educational Media

Corporation.

Young, A. & Kaffenberger, C. (2008). Making DATA Work (2nd ed.). Washington, DC:

American School Counselor Association.

Professional Development & Organizations

American Counseling Association

The American Counseling Association (ACA) is an organization of counseling professionals who

work in educational, health care, residential, private practice, community agency, government, and

business and industry settings. Its mission is “to enhance human development throughout the life span

and to promote the counseling profession.” The website contains links to divisions, conference

information, an online newsletter, and information for the public.

American Counseling Association

5999 Stevenson Ave., Alexandria, VA 22304

Telephone: (800) 347-6647 or (703) 823-9800

Fax: (703) 823-0252

www.counseling.org

American School Counselor Association

American School Counselor Association (ASCA) is a division of the American Counseling

Association. The American School Counselor Association supports school counselors’ efforts to help

students focus on academic, career, and social/emotional development so they achieve success in

school and are prepared to lead fulfilling lives as responsible members of society. ASCA provides

professional development, publications, and other resources, research and advocacy to professional

school counselors around the globe.

ASCA Headquarters

1101 King Street, Suite 310,

Alexandria VA 22314,

(703) 683-ASCA,

www.schoolcounselor.org

National Board for Certified Counselors

The National Board for Certified Counselors (NBCC) is the national certification body for

professional counselors. Its mission is to credential “counselors who meet standards for the general

21

and specialty practices of professional counseling.” NBCC administers the National Counseling Exam

and the National Clinical Mental Health Counseling Exam.

NBCC

3 Terrace Way, Greensboro, NC 27403-3660

Telephone: (336) 547-0607

www.nbcc.org

Codes of Ethics

In general, the codes of ethics of the major professional organizations do not make distinctions in

ethical behavior of clinicians when treating mental disorders versus other kinds of problems.

American Counseling Association – Code of Ethics

The website provides the ACA Code of Ethics and Standards for Practice.

https://www.counseling.org/knowledge-center/ethics

American School Counselor Association

The website provides the ASCA Ethical Standards for School Counselors.

https://www.schoolcounselor.org/school-counselors-members/legal-ethical

National Board for Certified Counselors – Code of Ethics

The website provides the NBCC Code of Ethics.

https://www.nbcc.org/ethics

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XIV. Appendix/Appendices Grading Rubrics for Assignments

Required Case Studies Rubric

The “Code of Ethics Case Studies” assignment fulfills

• FPEC 5.8, 6, 6.1, 6.2, 6.3, 6.4, 6.5

• InTASC 9e.p, 9f.p, 9j.k, 9m.d, 9o.d

• CAEP Unit Standard 1g

• SSPEM Domain E

• FEAP b.6.2.b, b.6.2.c, b.6.2.d

Element Not Met Met Exceeded

Summarizes Codes of

Ethics and

Understands Policies

on Ethical Conduct

(FPEC 6.1, 6.2,

6.4/InTASC 9f.p, 9j.k,

9o.d)

2 points

The candidate did not read and summarize the national, state, and professional codes of ethics.

The candidate read and summarized the national, state, and professional codes of ethics.

The candidate read, summarized, and demonstrated use of the national, state, and professional codes of ethics.

Summarizes the Ethics Case Study (FEAP

b.6.2.b/InTASC 9f.p,

9j.k, 9o.d)

2 points

The candidate could not describe the case study within the context of the codes of ethics.

The candidate described the case study within the context of the codes of ethics.

The candidate described the case study within the context of the codes of ethics and frequently demonstrated ethical behavior.

Develops a Behavior Action Plan (FEAP

b.6.2.c/InTASC 9f.p,

9j.k, 9o.d).

2 points

The candidate did not describe an appropriate plan of action to correct the behavior described in the case study.

The candidate described an appropriate plan of action to correct the behavior described in the case study.

The candidate described an appropriate plan of action to correct the behavior described in the case study and provided additional plans of action.

Understands the State’s Policy on Ethical Conduct (FEAP b.6.2.d/InTASC 9f.p, 9j.k, 9o.d) 1 point

The candidate did not respond correctly to the focal questions demonstrating an understanding of state’s policy on ethical conduct.

The candidate responded correctly to the focal questions demonstrating an understanding of state’s policy on ethical conduct.

The candidate responded correctly to the focal questions, giving appropriate references and/or examples demonstrating a clear understanding of state’s policy on ethical conduct.

Reflects on Ethical

Behavior (InTASC

9e.p, 9i.k, 9m.d)

1 point

The candidate did not

propose activities that

will prevent this type

of behavior.

The candidate

proposed activities

that will prevent this

type of behavior.

The candidate

proposed and

demonstrated

activities that will

prevent this type of

behavior.

23

Identifies Resources

on Ethics (InTASC

9e.p, 9i.k, 9m.d)

1 point

The candidate did not

identify and reference

three professional

resources on ethics.

The candidate

identified and

referenced three

professional resources

on ethics.

The candidate

identified and

referenced more than

three professional

resources on ethics.

Describes

Consequences of

Unethical Practices

(FPEC 6.2/ InTASC

9o.d)

1 point

The candidate did not

describe the

consequences (e.g.,

potential loss of job,

fine, etc.) of the

educators’ unethical

practices based on the

state’s policy on

ethical conduct.

The candidate

described the

consequences (e.g.,

potential loss of job,

fine, etc.) of the

educators’ unethical

practices based on the

state’s policy on

ethical conduct.

The candidate

described the

consequences (e.g.,

potential loss of job,

fine, etc.) of the

educators’ unethical

practices based on the

state’s policy on

ethical conduct,

providing appropriate

references and

examples.

TOTAL SCORE=

/10 points*

* All students must pass the Assignment at 70% or higher. All students must pass the

assignment having ‘Met’ or ‘Exceeded’ each element. Any ‘Not Met’ element requires instructor

remediation prior to the end of the course to achieve a passing grade for the assignment.

Students must pass the assignment to pass the course.

24

Required Self-Improvement Plan Rubric

The “Self-Improvement Plan” assignment fulfills:

• FPEC 9.1, 10.4

• InTASC 4q.r

Element Not Met Met Exceeded Outline of skills,

personality traits and

academic abilities

school counselors

need to be effective

2 points

Candidate did not

clearly outline skill

sets, personality traits,

and academic abilities

that school counselors

must possess to be

effective at their

profession.

Candidate clearly

outlined skill sets,

personality traits, and

academic abilities that

school counselors

must possess to be

effective at their

profession.

Candidate clearly

outlined skill sets,

personality traits, and

academic abilities that

school counselors

must possess to be

effective at their

profession. The

candidate integrated

their own personal

insight and knowledge

with information from

the text for the course.

Reflection

highlighting

candidate’s strengths

(InTasc 4r)

2 points

Candidate did not

provide an adequate

list of strengths or

reasons for why

he/she excels.

Candidate provided an

adequate list of

strengths or reasons

for why he/she excels.

Candidate provided an

adequate list of

strengths or reasons

for why he/she excels.

Candidate’s

explanation of

strengths was

thorough and clear.

Reflection

highlighting

candidate’s

weaknesses and

limitations

2 points

Candidate did not

provide an adequate

list of weaknesses and

limitations or reasons

for the areas that need

improvement.

Candidate provided

list of weaknesses and

limitations in addition

to reasons for the

areas that need

improvement.

Candidate provided

list of weaknesses and

limitations in addition

to reasons for the

areas that need

improvement.

Candidate’s

explanation of

limitations was

thorough and clear.

Reflection of

strengths and

weaknesses included

those related to

advocacy, leadership,

diversity, biases, and

technology skills.

(InTasc 4q)

2 points

Candidate did not

effectively reflect on

strengths and

weaknesses related to

advocacy, leadership,

diversity, and

technology skills.

Candidate effectively

reflected on strengths

and weaknesses

related to advocacy,

leadership, diversity,

and technology skills.

Candidate effectively

reflected on strengths

and weaknesses

related to advocacy,

leadership, diversity,

and technology skills.

This reflection was

thorough and

insightful.

25

Action plan detailing

methods for self-

improvement

2 points

Candidate did not

provide an adequate

action plan for ways

to improve his/her

professional

weaknesses and

limitations.

Candidate outlined an

action plan for ways

to improve his/her

professional

weaknesses and

limitations.

Candidate outlined an

action plan for ways

to improve his/her

professional

weaknesses and

limitations. The

action plan was

carefully laid out and

clearly outlined how

the candidate plans to

overcome these

limitations.

TOTAL SCORE=

/10 points*

* All students must pass the Assignment at 70% or higher. All students must pass the

assignment having ‘Met’ or ‘Exceeded’ each element. Any ‘Not Met’ element requires instructor

remediation prior to the end of the course to achieve a passing grade for the assignment.

Students must pass the assignment to pass the course.

26

Required Interview of a School Counselor Rubric The “Interview of a School Counselor” assignment fulfills:

• FPEC 2.7, 4.8, 7, 7.1

Element Not Met Met Exceeded Introduction

1 point

Candidate did not

provide a clear

introduction describing

the name of the school

counselor, name of the

school, and address.

Candidate provided a

clear introduction

describing the name

of the school

counselor, name of

the school, and

address.

Candidate provided a

clear introduction

describing the name

of the school

counselor, name of

the school, and

address. Candidate

included additional

information

describing the school

and the school

counseling

department.

General Findings

3 points

Candidate did not

adequately provide

information

describing the

findings of the

interview There was

not a clear summary

of the school

counselor’s responses

to all questions on the

interview form.

Candidate provided

information

describing the

findings of the

interview. There was

not a clear summary

of the school

counselor’s responses

to all questions on the

interview form.

Candidate provided

information

describing the

findings of the

interview. There was

not a clear summary

of the school

counselor’s responses

to all questions on the

interview form.

Additional questions

were asked and

findings reported.

Findings in relation to

ASCA National

Model/SC program

structure

1 point

Candidate did not

adequately describe

whether or not the

counselor

implemented a

structured school

counseling program.

Candidate described

whether or not the

counselor

implemented a

structured school

counseling program.

Candidate described

whether or not the

counselor

implemented a

structured school

counseling program.

Candidate

thoughtfully reflected

on whether or not this

school counseling

program had a

comprehensive,

developmental

program to help meet

students’ needs.

Findings in relation to

promotion

requirements and

transitions

1 point

Candidate did not

adequately describe

whether or not the

school counselor

helped students

understand promotion

Candidate described

whether or not the

school counselor

helped students

understand promotion

requirements and

Candidate described

whether or not the

school counselor

helped students

understand promotion

requirements and

27

requirements and

transitioning to the

next grade level.

transitioning to the

next grade level.

transitioning to the

next grade level.

Candidate

thoughtfully reflected

the counselor’s

methods of

communicating with

students on promotion

requirements and

transitioning to the

next grade level.

Findings in relation to

crisis management

and safety/emergency

plan

1 point

Candidate did not

adequately describe

whether or not the

school has a crisis

management and

safety/emergency

plan.

Candidate described

whether or not the

school has a crisis

management and

safety/emergency

plan.

Candidate described

whether or not the

school has a crisis

management and

safety/emergency

plan. Candidate

thoughtfully reflected

on the school’s

safety/crisis plan (or

lack of an adequate

plan).

General Personal

reactions

1 point

Candidate did not

adequately provide

his/her own reactions

to the interview. The

reactions did not

include an analysis/

evaluation on how

effectively the

counseling department

and/or school

counselor was at

implementing the

ASCA model.

Candidate provided

his/her own reactions

to the interview. The

reactions included an

analysis/ evaluation

on how effectively the

counseling department

and/or school

counselor was at

implementing the

ASCA model.

Candidate provided

his/her own reactions

to the interview. The

reactions included an

analysis/ evaluation

on how effectively the

counseling department

and/or school

counselor was at

implementing the

ASCA model. This

analysis clearly

considered the key

components of a

comprehensive school

counseling program.

Conclusion

1 point

Candidate did not

adequately summarize

the experience and

his/her impressions.

Candidate clearly

summarized the

interview experience

and his/her

impressions.

Candidate clearly

summarized the

interview experience

and his/her

impressions. This

information was well

presented in a clear

manner.

Style and Grammar

1 point

Candidate’s report did

not include proper

APA style of writing.

Candidate’s report

included proper APA

style of writing.

Candidate’s report

included proper APA

style of writing,

including title page,

page numbers,

28

paragraph structure,

punctuation, spelling,

sentence structure,

voice, and flow of

thoughts.

TOTAL SCORE=

/10 points*

* All students must pass the Assignment at 70% or higher. All students must pass the

assignment having ‘Met’ or ‘Exceeded’ each element. Any ‘Not Met’ element requires instructor

remediation prior to the end of the course to achieve a passing grade for the assignment.

Students must pass the assignment to pass the course.