interview of a counselor 6-8 pages
anserplouis
1
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
(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
2
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.
3
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.
4
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.
5
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
3
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.
6
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
7
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
8
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:
9
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
10
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
11
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
12
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
13
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?
14
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
22
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.