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8/20/2019 NSU- Career Development & College Planning Syllabus
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Teacher Preparation Programs
SCHOOL COUNSELING
Conceptual Framework
Nova Southeastern University provides:
S
tandards-based instructional and leadership programs that link theory to practice with the
U se of data for evaluation, ethical decision-making, and
intervention for the
N eeds and accommodations for diverse students who provide
R
eflective and ethical practice based on meaningful field and clinical eperiences as part of
I nnovative and convenient postsecondary delivery systems
with a
S hared responsibility for !uality education programs and professional advocacy with stakeholders with an
8/20/2019 NSU- Career Development & College Planning Syllabus
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E mphasis on technology and best practices for dynamic
learning environments
This conceptual framework is reflected in the following course syllabus:
"ourse number: P#"$ %&'
"ourse title: "areer (evelopment ) "ollege Planning
Program name: School "ounseling
*aculty +"ontent specialist: "arolyn erger, Ph.(.
/
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NOVA SOUTHEASTERN UNIVERITY
CENTER FOR PSYCHOLOGICAL STUDIES
COURSE OUTLINE
Course # & Title: P#"$ %&' 0 "areer (evelopment and "ollege Planning
Credit Hours: 1
Lo!tio"Setio": *t. $auderdale2345
Cl!ss $eeti"% D!tes: 6uly &5, &7, ) &8, /'&%9ugust &, &%, ) &;, /'&%
Cl!ss $eeti"% Ties: *ridays, ;-&' pm
Saturdays, 7:1' am 0 ; pmSundays, 7:1' am 0 %:1' pm
I"strutor: (r. "arolyn erger
cs%1-?omer, 3. ) ouffard, S. 3. +/'&/. Reading, willing, and able: A deelopmental
approach to college access and success! "ambridge, 39: @arvard Aducation Press.=SN 0 &1: 857-&-;&/%'-&1/-&
Reoe"ded Te(tsE)*oo+:
"hany, B. ) 3art>, 4. +/'&%. Pa"ing #or college without going broke! Natick, 39: The
Princeton ?eview.
"onley, (. T. +/'&'. College and career read": $elping all students succeed be"ond high
school! San *rancisco: 6ossey-ass.
*it>patrick, ". ) "ostantini, B. +/'&&. Counseling 21st centur" students #or optimal college and
career readiness: A %th-12th grade curriculum. New #ork, N#: Taylor ) *rancis.
?etrieved from Chttp:22lib.myilibrary.comD=(E11%1;'F
Sharf, ?. +/'&'. Appl"ing career deelopment theor" to counseling! +%th ed.. elmont, "9:
Thomson rooks2"ole.
1
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Course Desri,tio":
This course addresses effective strategies for helping diverse P-&/ students develop career,
educational, and postsecondary plans. The course surveys career and lifestyle assessmentinstruments, career development theories, and decision-making models. The course will
emphasi>e college readiness including college eploration, the application process, and financial
aid. "omputer-based career development and college planning applications will be studied.
Course O-.eti/es:
Upon completion of this course, candidates will be able to:&. 9c!uire knowledge of career development theories, career and college readiness
counseling strategies, postsecondary opportunities, and decision-making models. G==.
*. . a., *$ (HA , .&, .1I
/. (evelop an understanding of career, vocational, educational, occupational and labormarket information resources, technology, and career information systems. G==. *. .
c., *$ (HA I
1. Aamine strategies for career development and college readiness program planning,
organi>ation, implementation, administration, and evaluation. G==. *. . f., *$ (HA./.I
. 4arner knowledge about and approaches to conceptuali>e the interrelationshipsamong and between work, family, and other life roles and factors, including the role
of multicultural issues in career development and college readiness. G==. *. . b.I
%. =dentify ethical and culturally relevant systemic interventions that foster e!uity andaccess to close achievement, opportunity, and informational gaps. G==. *. . J., *$ (HA
5.I
;. Understand how to advocate for diverse studentsK career and educational development
and employment opportunities in a global economy G==. *. . g.I5. $earn strategies for facilitating studentLs skill development for academic success,
employability skills, life-work planning and lifelong learning. G==. *. . h., *$ (HA
.;I7. $earn how to interpret student assessment data relevant to career development and
college planning G*$ (HA .%, 5./I
8. $earn strategies and resources for assessing abilities, interests, values, personality andother factors that contribute to career development. G==. *. . e., *$ (HA .I
&'. =dentify materials for implementing career and college planning into the school
counseling curriculum, including technical career opportunities. G*$ (HA /.1, .5I
&&. $earn how to develop school-wide programs and classroom lessons that focus onacademic planning, promotion2graduation re!uirements, college eploration, college
admissions, and career education. G*$ (HA /.%, 5.&I
&/. 9c!uire knowledge of academic advisement, including approaches for assistingstudents with course selection and postsecondary planning as it relates to their
career2college plans. G*$ (HA .7, 5, 5.1I
&1. $earn how to help students understand the impact of postsecondary education on their overall life eperience. G==. *. . d.I
&. (emonstrate knowledge of sources of financial assistance +e.g., grants and
scholarships for funding educational opportunities. G*$ (HA .8, 5.&I
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Florida Department of Education Objectives
The above labeled *lorida (HA School "ounseling subJect area competencies G*$ (HA M.MI
are addressed within this course, either through topics as listed in the "alendar of 9ssignmentsOor via 9ccomplished Practices tasks.
College Board’s National Office of School Counselor Advocac! " Components of College #Career $eadiness
This course will cover the following 7 components of college and career readiness at the
elementary school, middle school, and high school levels.
• "omponent &: "ollege 9spirations
• "omponent /: 9cademic Planning for ""?
• "omponent 1: Anrichment ) Atracurricular Angagement
• "omponent : "ollege ) "areer Aploration and Selection Processes
• "omponent %: "ollege ) "areer 9ssessments
• "omponent ;: "ollege 9ffordability Planning
• "omponent 5: "ollege ) "areer 9dmissions Processes
• "omponent 7: Transition from @igh School 4raduation to "ollege Anrollment
Assi%"e"t #0 1 Colle%e & C!reer Re!di"ess Cou"seli"% Prese"t!tio" & U"it Pl!"
&his assignment supports the pre-pro#essional deelopment o#:• Accomplished Practice a!1 'ualit" o# (nstruction ) (nstructional *esign and +esson Planning
• Pro#essional ducation Competencies and Skills 1!1, 1!2, 1!, 1!., 1!/, 0!1, !, !2, /!2, and /!
• Portions o# (n&ASC 3odel Core &eaching Standards 2: +earning *i##erences4 0: Content
5nowledge4 .: Assessment, and : Planning #or (nstruction4
• 6CA& Standard 1g! Pro#essional *ispositions #or All Candidates
• Florida Sub7ect 3atter Competenc" 2!, 2!, 0, 0!1, 0!2, 0!, 0!0, 0!., 0!!
Due i" l!ss !"d t2e *- Disussio" *o!rd o" Au%ust 03t24
Aach candidate will present on a chapter of the "urry ) 3ilsom tet +"h ;-&. These chapters
focus on a variety of the NHS"9 components +see list above. Aach candidate will educate
his2her peers on the chapter material. @e2she will also develop a "areer ) "ollege ?eadiness"ounseling Unit Plan that aligns with one of the grade levels discussed in the chapter.
The presentation portion is worth &% points and the unit plan is worth &% points +1' points total.Aach presenter will be given one hour to present on their topic and unit plan. The presenter will
be epected to use at least &' resources in their presentation. These resources can include the
books, Journal articles, websites, and other resources. ?esources must be cited in 9P9 style inone of the handouts. *ive of the &' resources must be either professional tetbooks or Journal
articles. The presenter must post an electronic copy of their presentation, the unit plan, and any
additional essential materials to the class discussion board.
List o5 Pote"ti!l To,is:
"hapter ;- 4rades P-&: "areer Aposure
"hapter 5- 4rades / ) 1 "areer Play ) Aploration
%
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"hapter 7- 4rades ) %: Preparing for the 3iddle School Transition
"hapter 8- 4rades ; ) 5: "areer and Self 9wareness
"hapter &'- 4rade 7: @igh School Transition Planning"hapter &&- 4rade 8: *ocus on 9cademic and ork @abits
"hapter &/- 4rade &': "areer and "ollege Planning
"hapter &1- 4rade &&: "areer and "ollege Preparation"hapter &- 4rade &/: Postsecondary Transitions
Diretio"s 5or t2e Prese"t!tio":
1. Amail (r. erger with your top 1 choices for topics by 6ul7 3t2.
2. Thoroughly read your assigned chapter in the tetbook.
3. ?esearch and read supplemental materials that relate to your topic area. 3ake sure that
you use at least &' resources. *ive of these resources must be from professional
publications +this can include your tetbook, other professional books, and refereed
Journal articles. The other % resources can be from websites or non-refereed publications.4. ?eview the NHS"9 "omponents as they relate to your selected grade level.
5. Plan and develop your presentation by following the outline below:I. (evelopmental Hverview
II. ?elevant "areer Theories
III. Bey Alements to "onsider for the School "ounseling "urriculum +cover the
relevant NHS"9 "omponents
IV. Specific School "ounseling =nterventions for this 4rade $evel
V. =nvolvement of Parents and "ommunity in ""? "ounseling "urriculum
VI. =deas to =mplement ""? "ounseling "urriculum in an "ross-(isciplinary
*ashionVII. (ata School "ounselors "an Use to 9ssess Affectiveness of ""? "ounseling
"urriculum for this 4rade $evelVIII. ?eferences $ist +9P9 Style re!uired
;. Use a formal presentation format +e.g., PowerPoint, Pre>i and upload a copy of your
presentation to lackoard. #ou will also upload your Unit Plan +see below and any
additional materials utili>ed in your presentation or unit plan.
Diretio"s 5or t2e U"it Pl!":
(evelop a "areer ) "ollege ?eadiness "ounseling Unit Plan consisting of at least three
consecutive classroom lesson plans designed for a specific grade within the elementary, middleor high school level +Pre-B through grade &/.
To assist with the Unit Plan, utili>e the tetbooks, materials assigned in this course, and review NHS"9Ks "ounselorKs 4uide for the grade level you chose
• Alementary: http:22nosca.collegeboard.org2eight-components2elementary-guide
• 3iddle: http:22nosca.collegeboard.org2eight-components2middle-school-guide
• @igh: http:22nosca.collegeboard.org2eight-components2high-school-guide
hen choosing activities and materials, make sure they are appropriate for the grade level you
chose. The "areer ) "ollege ?eadiness "ounseling Unit Plan should include goals and
;
http://nosca.collegeboard.org/eight-components/elementary-guidehttp://nosca.collegeboard.org/eight-components/middle-school-guidehttp://nosca.collegeboard.org/eight-components/high-school-guidehttp://nosca.collegeboard.org/eight-components/elementary-guidehttp://nosca.collegeboard.org/eight-components/middle-school-guidehttp://nosca.collegeboard.org/eight-components/high-school-guide
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obJectives that are developmentally appropriate, specific activities that will be presented in the
classroom, and the pre- and post-tests that will be used to measure the effectiveness of each
lesson. This Unit Plan should include at least 1 lessons. Use the lesson plan format outlined below.
The "areer ) "ollege ?eadiness "ounseling Unit Plan write-up will have 8 sections:=. Profile of students
a.4rade level chosen
b. StudentsK career development needs at this grade levelc.Questions you would ask teachers to collaborate regarding studentsK needs at
this grade level
d. @ow unit plan will contribute to positive learning outcomes
==. ?ationale for "areer "ounseling Unit: hat is the purpose and need for unitD===. Unit Hverview
a. 4ive brief overview of unit
b. @ow can you link this lesson to previous instruction +either previous
counseling curriculum or previous academic curriculumDc. @ow can you implement this unit in a cross-disciplinary fashionD (iscuss the
best fitO for integrating this unit with academic instruction +e.g. integrating atalk on postsecondary planning with an economics lesson +NSU a.&.i2*PA"
7.12=nT9S" 5h.k
=R. Unit 4oals ) Summary of Unita. Summari>e unit plans
b. Hutline overall goals of entire unit
R. Specific lesson plans +minimum of three lessons- Aach lesson must include:
a.Specific goals and obJectives that are developmentally appropriate b. 9lign each lesson with *loridaKs Standards +*A9P a.&.a2*PA" &./,
&.;2=nT9S" n.k, ;r.d, 5a.p, 5g.k
&. See http:22www.cpalms.org2Standards2*$StandardSearch.asp/. =nclude the Standards code plus the subJect area and title of the
standard +e.g. *$ Standard :$9"".&&&/.?$.&.&- $anguage 9rts- Bey
=deas and (etailsc.9lign each lesson with at least one of 9S"9Ks mindsets and behaviors
+http:22schoolcounselor.org2asca2media2asca2home23indsetsehaviors.pdf
d. 9lign each lesson with one of the NHS"9 "omponents for "ollege and
"areer ?eadiness "ounseling +http:22nosca.collegeboard.org2eight-components
e.Specific activities that will be presented in the classroom +include worksheets,
visual aids, etc. as needed in the write-upf. $ist materials needed to conduct this lesson plan. =nclude worksheets,
websites +details on passwords if needed, books, articles, etc. +NSU
a.&.J2*PA" &.;g. $ist new vocabulary students will be learning to master the content2skills.
Aplain how students will apply new vocabulary in the lessons. +NSU
a.&.h2*PA" 7./2=nT9S" h.p, l.k, r.d.2=nT9S" h.p, l.k, r.d.
h. Aach lesson includes an informal, formative assessment to monitor
5
http://www.cpalms.org/Standards/FLStandardSearch.aspxhttp://nosca.collegeboard.org/eight-componentshttp://nosca.collegeboard.org/eight-componentshttp://www.cpalms.org/Standards/FLStandardSearch.aspxhttp://nosca.collegeboard.org/eight-componentshttp://nosca.collegeboard.org/eight-components
8/20/2019 NSU- Career Development & College Planning Syllabus
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learning. +*A9P a.&.d2*PA" &.&, .&2=nT9S" ;a.p, ;i.k, ;k.k, 5d.k, 5l.k
i. =nclude one pre-test2post-test +summative assessment for the "areer )
"ollege ?eadiness "ounseling Unit Plan. J. Hther than the pre-test2post-test assessment data, what other data will you
collect to demonstrate whether or not this unit plan is effectiveD "onsider
outcome2results data +see 9S"9 model- achievement, achievement-related, orstandards2competency data.
R=. 9dditional details about lesson plans
a. Aplain how you se!uenced lessons to ensure coherence and consideration of prior knowledge. 9 diagram or graphic should be included to demonstrate
se!uence of lessons and alignment of concepts. +*A9P a.&.b2*PA"
&.72=nT9S" /c.p, 5c.p
b. Aplain how you designed instruction for students to achieve mastery.9. =nclude a remediation plan for students who are not successful
. =nclude a statement regarding how your planning can help improve studentsK career development
planning in the short term and long term.
c. (escribe how you chose a tet and2or other counseling materials to supportthe *$ Standards, 9S"9 mindsets2behaviors, and NHS"9 components for the
students. 3ake sure to highlight that the materials are on the studentsK readinglevel and highlight that you discussed the selection of these materials with
other educational professionals.
d. (escribe how your lessons will re!uire students to demonstrate at least fourapplicable skills and competencies as outlined in the standards listed below
+*A9P a.&.c2*PA" &.12=nT9S" 5b.p, 5i.k, 5J.k, 5!.d
9. ?efer to the *lorida Standards, 9S"9 mindsets2behaviors, and NHS"9 components
. Provide a matri and aligns skills and competencies to the lesson obJectives +*A9P a.&.f2*PA"&.12=nT9S" /a.p
Ali%"e"t $!tri( For!t
Lesso"U"it O-.eti/e St!"d!rdCo,ete"7
Co,o"e"t
Assesse"t Ati/it7
e. (escribe how you will accommodate ASH$ and ASA students. "onsider
learning strategies, resources, and technological tools. +NSU a.&.g2*PA"
5./2=nT9S" /e.p, /i.k, /o.d, 5k.k, 5n.d. Use resources from the =ris website if you need assistance: http:22iris.peabody.vanderbilt.edu2iris-resource-locator2
R==. Plans for implementing this "areer "ounseling Unit
a. @ow could you use data to evaluate learning outcomesD "onsider data from
the pretest2posttest but also from other data sources. b. @ow could you collaborate with colleagues to adJust planning and improve
the effectiveness of these lessonsD +*A9P a.&.e2*PA" %.12=nT9S" 5d.k, 5e.k,
5f.p, 5m.k, 5o.d
7
http://iris.peabody.vanderbilt.edu/iris-resource-locator/http://iris.peabody.vanderbilt.edu/iris-resource-locator/
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c. hat problems could occur during instructionD @ow could you effectively
deal with these problemsD
d. hat resources would be helpful in the implementation of this planDe. @ow can you implement this plan in a way to promote student employability
and lifelong learningD
R===. ?eflectiona. @ow has developing this unit plan increased your knowledge of the planning
processD
b. @ow do you plan to use this eperience to help you develop future lesson plansD
c. @ow will you meet the needs of students even if they are at different stages of
decision-making in terms of their career developmentD +e.g. some of them
have already Job shadowed and have a mentor, while others have not evenconsidered potential careers
Use t2e ru-ri 5or Assi%"e"t #0: C!reer & Colle%e Re!di"ess Cou"seli"% Prese"t!tio" &
U"it Pl!" 8see e"d o5 t2e s7ll!-us9 !s ! %uide to e!r" 5ull ,oi"ts 5or t2is ,ro.et4
Assi%"e"t # 1 $e!sure o5 Florid! E(e,tio"!l Stude"t Edu!tio" Co,ete"7 ; :
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module. 9nswer the five !uestions provided. Self-check your answers by referring back
to the information provided in the Perspective ) ?esources pages.
;. To wrap up, reflect on the same !uestions you answered in the I"iti!l T2ou%2t sectionand compare these latest answers to the answers you gave at the beginning of the module.
@ow different are your answersD
5. Using this module and other sources from lackoard, please write a 1--page position paper that covers the following:
9. =dentify multiple activities relevant to each of the four stages of career
development +i.e., awareness, eploration, preparation, and placement.
. =dentify and discuss four essential domains of transition planning +e.g., personal-
social, general community functioning, employment, leisure-recreational for
students with disabilities.". Aplain at least three ways to use student and family feedback to assist with the
transition process and to develop postschool2postsecondary outcomes.(. =dentify more than two resources and more than two strategies for assisting
students with transitioning to a variety of environments +e.g., college, technical
school, military, work.
Use t2e ru-ri 5or Assi%"e"t #: 1 Stude"t C!reer Assesse"t Pro.et
&his assignment supports the pre-pro#essional deelopment o# F+ *8 School CounselingCompetenc" 0!0
Due to t2e Assi%"e"t Dro,-o( o" Au%4 "d4
To suess5ull7 o,lete t2is ,ro.et? 7ou "eed to 5i"d ! @ t2)0t2 %r!de stude"t =2o is =illi"%
to t!+e t=o !reer !ssesse"ts !"d disuss t2e results =it2 7ou4 I" order to reei/e redit
5or t2is !ssi%"e"t? 7ou ust o-t!i" =ritte" o"se"t 5ro t2e ,!re"t !"d tur" i" t2e
o"se"t 5or !t t2e e"d o5 t2e s7ll!-us4 I5 7ou !""ot 5i"d ! stude"t? ,le!se see t2e
i"strutor !t t2e -e%i""i"% o5 t2e seester !"d s2e =ill o55er su%%estio"s or !lter"!ti/es4
=mportant notes about parent consent form: ?ead the consent form thoroughly. Note that youmust not audiotape or videotape the meeting with the student. The child or parent may withdraw
from participating in the activity at any time. The consent form states that the assessments should
take less than ' minutes, so make sure that the assessments you choose can be accomplishedwithin that timeframe. The form also states that your meeting with the student will take no more
than an hour. 9ou cannot #ocus on topics other than college and career planning . $et the student
know at the beginning of the meeting that this will be the focus, and keep the student on track if they stray from discussing college and career planning. The parent is encouraged to be present
for the meeting. ?emember to de-identify all information about the student or his2her family in
your paper. Provide a copy of your paper to the parent.
Ati/it7 desri,tio":
Aach school counseling candidate will write a Student "areer 9ssessment Paper which will
summari>e your eperiences with a middle or high school student. The purpose of this proJect is
&'
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for school counselor candidates to apply college2career assessments, career development
theories, and ""? curriculum planning with a student. "andidates will reflect on this eperience
to make plans for improving their ""? counseling work.
To ac!uire this knowledge and understanding, the proJect and narrative will be comprised of four
sections. =n your paper, use headers and subheaders to keep your paper organi>ed. The headersshould use the following structure:
=. ?esources:9. ?eview the following websites:
&. http:22www.collegeboard.org2
/. http:22www.act.org2profile
1. http:22www.careeronestop.org2Studentsand"areer9dvisors2Studentsand"areer9dvisors.asp
. http:22flchoices.org
%. http:22www.financialaidtoolkit.ed.gov2tk2resources.Jsp
. rite about your findings of the websites and how you can use them in your work as a school counselor:
&. hat was helpful and2or difficult to understand and2or locate/. @ow you could use each website in your work with students.
"onsider implementing information from these websites in individual
counseling, small group counseling, classroom lessons2activities, parentworkshops, or other counseling-related activities.
==. 9ssessment: Prior to writing this section you need to meet with a ;th-&/th grade student to
administer at least two college or career assessments. Beep in mind that you may need to
meet with the student more than once, once to describe how to take the assessment andonce to go over the results. #ou should choose two assessments from one or more of the
above websites. 3ake sure you choose a developmentally-appropriate assessment that
the student will understand. 9fter the student completes the assessment, process theresults with him2her. Talking points should include: & does the student agree with the
results, / process their interest areas, values, or skills highlighted in the assessments, 1
discuss how the results relate to their schoolwork +e.g., if a career highlighted was being a physician, do they enJoy science and are they good at itD, discuss potential career and
postsecondary plans. 3ake sure you thoroughly read "h. of the "urry tet prior to
completing the assessment meeting+s. =n your write-up, focus on:
9. (escribe the student +use a pseudonym. =nclude grade level, general family background, and general academic history if possible +this is not re!uired but will
help you understand the studentKs background. *or eample,: is she an 92
student, has she been retained, is she in ASA2A$$, does she have any behavioralconcerns, etc..
. $ist the assessments used with the student and reflect on how the administration
of the assessment was accomplished. (o you think you effectively eplained howto take the online assessmentD
". ?eflect on your eperience with processing the assessment results with the
student. @ighlight the talking points under section == +&-. (iscuss what you did
well and what you plan to do more effectively net time.
&&
http://www.collegeboard.org/http://www.act.org/profilehttp://www.careeronestop.org/StudentsandCareerAdvisors/StudentsandCareerAdvisors.aspxhttp://www.careeronestop.org/StudentsandCareerAdvisors/StudentsandCareerAdvisors.aspxhttp://flchoices.org/http://www.financialaidtoolkit.ed.gov/tk/resources.jsphttp://www.collegeboard.org/http://www.act.org/profilehttp://www.careeronestop.org/StudentsandCareerAdvisors/StudentsandCareerAdvisors.aspxhttp://www.careeronestop.org/StudentsandCareerAdvisors/StudentsandCareerAdvisors.aspxhttp://flchoices.org/http://www.financialaidtoolkit.ed.gov/tk/resources.jsp
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===. Theory: Use one +or more if applicable of the theories you learned about, and assess the
career development of the student. =dentify which theory you used and describe how this
theory applies to the student.=R. Planning: 9s a way to identify appropriate activities for promoting studentKs college
readiness, describe recommendations for future activities that would facilitate this
studentKs progression in school and become college and career ready. #our activitiesneed to be relevant to this particular student so you will want to describe the activity and
the rationale for how these activities correlate to your studentKs interest, skills, aptitudes,
values.
Use t2e ru-ri 5or Assi%"e"t #>: Stude"t C!reer Assesse"t Pro.et 8see e"d o5 t2e
s7ll!-us9 !s ! %uide to e!r" 5ull ,oi"ts 5or t2is ,ro.et4
Disussio" *o!rds
There will be two re!uired discussion board postings for this course. "andidates will be epected
to post by the due date listed in the calendar of assignments. Aach discussion board is worth %
points for a total of &' points. Hne point will be deducted each day a discussion board post is
late. The topics will be listed in the lackoard (iscussion oard. (iscussion board posts will be graded for !uality and thoroughness.
$idter & Fi"!l E(!s
The midterm and final eam items will derive from the tetbooks, supplemental
readings2material, activities, and2or group discussions. The midterm is worth &' points and thefinal is worth &% points. The instructor will inform candidates of the format for the final. O"e o5
t2e ,ri!r7 to,is o" t2e 5i"!l =ill -e !reer de/elo,e"t t2eories4 T2e 5i"!l e(! ust -e
,!ssed =it2 !" B or 2i%2er i" order to reei/e ! %r!de 5or t2is ourse4 See Florid! DOE
Ru-ri !t t2e e"d o5 s7ll!-us4 C!"did!tes ust eet t2e re'uiree"t to deo"str!te
+"o=led%e o5 !.or !reer de/elo,e"t t2eories4
Cl!ss P!rtii,!tio"
9ttendance and participation are worth &% points of the grade. "andidates are re!uired and
epected to attend class and be on time. 3issing 9N# class time will result in the lowering of
the candidateKs final course grade 80 ,oi"t =ill -e deduted 5ro t2e !tte"d!"e %r!de 5or
e/er7 2!l5 2our t2e !"did!te is "ot i" l!ss94 "andidates cannot miss more than hours of
class without being dismissed from the course. See below for specific information on the
attendance policy.
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Gr!di"% Criteri!:
1' points.9ssignment &: ""? "ounseling Presentation ) Unit Plan% points...9ssignment /: Bnowledge of the Transition Plan
&% points.....9ssignment 1: Student "areer 9ssessment ProJect
&' points.....(iscussion oards & ) / +% points each&' point.,.3idterm Aam
&% point...*inal Aam
&% points.=n-"lass Participation&'' points. THT9$ PH=NTS PHSS=$A
Gr!di"% S!le:
&'' 0 8' E 9 78 0 7' E 58 0 5' E " ;8 ) below E *
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C!le"d!r o5 Assi%"e"ts:
Week of: TOPICS READINGS/VIDEOS ASSIGNMENTS
ee+ 0
6un /8
Acosystemic,
(evelopmental"areer "ounseling
)"areer "ounseling
"ompetencies
• =ntroductory
PowerPoint +with
audio- make sure your
speakers are on• "urry: "h. &-/
• Savit>: "h. /
• 9ll videos2readings in
eek & module
Amail (r. erger with your top 1
topic choices for 9ssgn & by
6uly %
ee+
6ul ;
"ultural
"onsiderations
)
"reating a "ollege-4oing "ulture
• "urry: "h. 1
• Savit>: "h. &,1,
• =ris 3odule on ASA
Transitioning +9ssgn
/
• 9ll videos2readings in
eek / module
(iscussion oard & due 6uly &/
ee+ >
6ul &1
9ssessments
)
"areer "urriculum(evelopment
• "urry: "h , %
• 9ll videos2readings in
eek 1 module
Cl!ss eets 6ul7 0;)0
Bnowledge of the ASA Transition
Process +9ssgn / due 6uly &5
Hnline 3idterm to be completed
in b 6ul &8
Note: No class meeting on 6uly
&8
ee+
6ul /'
Alementary ""?
"ounseling)
3iddle School""? "ounseling
• "urry: "h. ;-&'
• 9ll videos2readings in
eek module
ee+ 3
6ul /5
@igh School ""?"ounseling
)
"areer ) "ollege
Aploration
• "urry: "h. &&-&
• 9ll videos2readings in
eek % module
Student "areer 9ssessment
ProJect +9ssgn 1 due to the9ssignment (ropbo 9ug /
ee+ @
9ug 1
Atracurriculars2
Anrichment) *inancial 9id
) 9cademic )
ork @abits
• Savit>: "h %, ;
• 9ll videos2readings in
eek ; module
(iscussion oard / due 9ug 8
ee+ ;
9ug &'
Transitioning to3iddle School,
@igh School, andPostsecondary
)
Parent2*amily
=nvolvement
• "urry: "h 7, &', &
• Savit>: "h 5
• 9ll videos2readings in
eek 5 module
Prese"t!tio"s i")l!ss o" Au% 03
9ssignment & due in b
(iscussion oard on 9ug &%
Hnline *inal to be completed in
b 9ug &;
Note: no class meetings on 9ug
& or &;
&
8/20/2019 NSU- Career Development & College Planning Syllabus
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Additio"!l I"5or!tio" Perti"e"t to t2is Course
"andidates are re!uired and epected to attend class and be on time. 3issing 9N# class time
may result in the lowering of the candidateKs final course grade 82!l5 ! ,oi"t =ill -e deduted5ro t2e !tte"d!"e %r!de 5or e/er7 2!l5 2our t2e !"did!te is "ot i" l!ss94 3issing a large
portion of the weekend format class +all of class on *riday, &2/ day on Saturday or Sunday will
result on dismissal from class or under certain circumstances, continuation in the course butlowering of at least one grade +e.g., the highest possible grade would be a . hen the
candidate anticipates being late or missing class time, he2she should contact the instructor ahead
of time.
=ncomplete grades are granted by the instructor on an individual basis and will be granted to
candidates who show etraordinary circumstances the last week of the semester which may
impede the candidate from completing an assignment. =ncomplete grades are not granted2given
to candidates who are failing the course due to clear lack of participation or low grades. Atracredit tasks ) activities are not available in the course.
Pl!%i!ris !"d C2e!ti"%:
(lagiarism is a maJor academic offense and will be fully punished if caught. Plagiarism
is the presentation of the ideas and2or the words of someone else as oneKs own. #ou commit plagiarism if you use:
9ny part of another personKs written words without correct documentation
9ny part of another personKs ideas without correct documentation
This includes any part of work already used by another, a book, encyclopedia, maga>ine article,
Journal article, newspaper article, "(-?H3, or website without correct citation. Plagiarism is punished in a variety of ways. The candidate who plagiari>es may fail the assignment and2or the
entire course. 9nd, in consultation with administrators, the instructor may recommend further
action in accordance with the NSU "ode of Student "onduct and 9cademic ?esponsibility policies. *or a detailed description of Plagiarism and its potential conse!uences, consult the
"enter for Psychological StudiesK "atalog or go to http:22www.nova.edu2cah2forms2handbook.pdf
=n support of the above, the "ode of Student "onduct states that, An" iolation o# the Code o#
Student Conduct and Academic Responsibilit" andor uniersit" polic" and procedures ma"result in disciplinar" action andor criminal prosecution!
Cheating is the intentional or unintentional use or attempt to use unauthori>ed materials,information, or study aids in any academic eercise. =n our case, cheating includes, but is not
limited to consulting or collaborating with a classmate +or someone outside of the class while
taking the eams, asking someone who has taken the class to tell you about the !uestions on theeam, a classmate +or someone outside of class to complete assignments for you +or post
discussions for you, copy a classmateKs or part of a classmateKs work, and2or submitting
material, in any form, that is not yours. "heating in this class constitute may be punished by
failing the class and being referred to the universityKs professional standing committee.
&%
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Cell ,2o"es? ,!%ers? "ois7 =!t2es ) Please either turn off or switch to a vibrating setting any pagers, cell phones, etc. +if you bring these devices to class, please keep them hidden in your
bag. =nform the instructor if your situation is of a critical nature and re!uires you to respond to
these devices.
riti"% tutori"% is available through NSUKs tutoring services. 4raduate students can meet with
a tutor once per week for % minutes. The tutor can assist with 9P9 style, grammar, structuring,and formatting of papers. Tutoring can take place online for candidates who do not live close to
the *t. $auderdale campus. *or more information and to set up an appointment, call +8%/;/-
71%'.
"andidates seeking accommodations under the Aeri!"s =it2 Dis!-ilities At may contact
9rlene 4ic>kowski at +8%/;/-5&78.
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8/20/2019 NSU- Career Development & College Planning Syllabus
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Seleted *i-lio%r!,27
*n addition to the re+uired and recommended te,ts and materials in Blac-Board. belo& is a
list of suggested resources for projects and assignments in this course!
Su%%ested 6our"!ls
"areer (evelopment Quarterly
Aceptional "hildren
6ournal of "ounseling and (evelopment6ournal of "ounseling Psychology
6ournal of Rocational ehavior
Professional School "ounseling
?eview of Aducational ?esearchTechni!ues +9ssociation for "areer and Technical Aducation
e- Sites
Florid! e- Sites
*lorida "hoices: http:22www.flchoices.org*lorida "ollege 9ccess Network: http:22www.floridacollegeaccess.org2
*lorida (epartment of Aducation: http:22www.fldoe.org2
University of North *lorida "areer Services: http:22www.unf.edu2careerservices2ork Source: www.worksourcefl.com
C!reer I"5or!tio"? 6o- Se!r2es? Resues
ureau of $abor Statistics: http:22www.bls.gov2k&/2 "ollege oard: https:22www.collegeboard.org2
Hn Net Hn $ine: www.onetonline.org
9mericaKs "areer =nfoNet: http:22www.acinet.org2acinet29mericaKs 6ob ank: http:22www.96.dni.us2
"areer ?esource "enter: http:22www.careers.org2
3ilitary "areer 4uide: http:22www.militarycareers.com2Hccupational Hutlook @andbook: http:22www.bls.gov2ooh2
The Hccupational =nformation Network +HVNet: http:22www.doleta.gov2programs2onet2
3y Skills-3y *uture: www.mynetmove.org2
NSU C!reer Resoures
NSU "areer "enter: http:22www.nova.edu2career
NSU "areer "orner: http:22www.nova.edu2career2careercorner2 NSU Sharklink: http:22sharklink.nova.edu
There are also a lot of resources available in Sharklink. To access these resources, login
to your Sharklink and make sure you are on the @H3AO tab. *rom there you should be
able to subscribe to a layout. #ou want to click SUS"?=AO net to the 4?9(
"9?AA? ?ASHU?"ASO option. 9 new tab will show up on your Sharklink @ome Page.
"lick on the "9?AA? 4?9(U9TAO tab and from there you will see a lot of career-
related resources including links for writing a cover letter and resume.
&5
http://www.flchoices.org/http://www.floridacollegeaccess.org/http://www.floridacollegeaccess.org/http://www.fldoe.org/http://www.unf.edu/careerservices/http://www.worksourcefl.com/http://www.bls.gov/k12/https://www.collegeboard.org/http://www.onetonline.org/http://www.acinet.org/acinet/http://www.ajb.dni.us/http://www.careers.org/http://www.militarycareers.com/http://www.bls.gov/ooh/http://www.doleta.gov/programs/onet/http://www.mynextmove.org/http://www.nova.edu/careerhttp://www.nova.edu/career/careercorner/http://sharklink.nova.edu/http://www.flchoices.org/http://www.floridacollegeaccess.org/http://www.fldoe.org/http://www.unf.edu/careerservices/http://www.worksourcefl.com/http://www.bls.gov/k12/https://www.collegeboard.org/http://www.onetonline.org/http://www.acinet.org/acinet/http://www.ajb.dni.us/http://www.careers.org/http://www.militarycareers.com/http://www.bls.gov/ooh/http://www.doleta.gov/programs/onet/http://www.mynextmove.org/http://www.nova.edu/careerhttp://www.nova.edu/career/careercorner/http://sharklink.nova.edu/
8/20/2019 NSU- Career Development & College Planning Syllabus
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C!reer Assesse"t
*lorida "hoices: http:22flchoices.org
9"T Profile: http:22 www.act.org2profile2 Self-(irected Search: http:22www.self-directed-search.com +click link for sample report
Personality Type: http:22www.personalitypage.com
N!tio"!l Cle!ri"%2ouses !"d Feder!l A%e"ies
A?=" "learinghouse for 9dult and Rocational Aducation: http:22ericacve.org2
A?=" "learinghouse for 9ssessment and Avaluation: http:22ericae.net2U.S. (epartment of Aducation: http:22www.ed.gov2
Pro5essio"!l Or%!"i!tio"s
9merican School "ounselor 9ssociation +9S"9: http:22www.schoolcounselor.org2
*lorida School "ounselor 9ssociation +*S"9 ""? ebsite: http:22www.fla-
schoolcounselor.org2counselor-information2college-career
National "areer (evelopment 9ssociation +N"(9: http:22ncda.org2
9merican "ounseling 9ssociation +9"9 School "ounselor "onnection:
http:22www.counseling.org2knowledge-center2school-counselor-connection
National 9ssociation of Student *inancial 9id 9dministrators:
http:22www.nasfaa.org2counselors2?esourcesWforW"ounselors.asp
Edu!tio"!l I"5or!tio"
3arch/Success: https:22www.march/success.com2
PetersonKs Aducation "enter:http:22www.petersons.com2
United States Universities and "ommunity "olleges: http:22www.uteas.edu2world2univ2
"areer and Rocational Aducation Programs:http:22dir.yahoo.com2education2careerWandWvocational2 N"99: www.eligibilitycenter.org
Fi"!"i!l Aid I"5or!tio"
*ree Scholarship Service Hnline: http:22www.fastweb.com2
Sources of *inancial 9id +N9S*99: http:22www.finaid.org2
*ree 9pplication for *ederal Student 9id +*9*S9: http:22www.fafsa.ed.gov2White House Initiative on Educational Excellence for Hispanics:
http://www.ed.gov/edblogs/hispanic-initiative/
*inancial 9id Toolkit: http:22www.financialaidtoolkit.ed.gov2tk2resources.Jsp
Ot2er Resoures
9lmost *ree =deas: http:22www.almostfreeideas.org2 Bids "ount (ata "enter: http:22datacenter.kidscount.org2
&7
http://flchoices.org/http://www.act.org/profile/http://www.act.org/profile/http://www.self-directed-search.com/http://www.personalitypage.com/http://ericacve.org/http://ericae.net/http://www.ed.gov/http://www.schoolcounselor.org/http://www.fla-schoolcounselor.org/counselor-information/college-careerhttp://www.fla-schoolcounselor.org/counselor-information/college-careerhttp://ncda.org/http://www.counseling.org/knowledge-center/school-counselor-connectionhttp://www.nasfaa.org/counselors/Resources_for_Counselors.aspxhttps://www.march2success.com/https://www.march2success.com/http://www.petersons.com/http://www.utexas.edu/world/univ/http://dir.yahoo.com/education/career_and_vocational/http://www.eligibilitycenter.org/http://www.fastweb.com/http://www.finaid.org/http://www.fafsa.ed.gov/http://www.ed.gov/edblogs/hispanic-initiative/http://www.financialaidtoolkit.ed.gov/tk/resources.jsphttp://www.financialaidtoolkit.ed.gov/tk/resources.jsphttp://www.almostfreeideas.org/http://datacenter.kidscount.org/data#USA/1/8/10,11,12,13,15,14,2719http://flchoices.org/http://www.act.org/profile/http://www.self-directed-search.com/http://www.personalitypage.com/http://ericacve.org/http://ericae.net/http://www.ed.gov/http://www.schoolcounselor.org/http://www.fla-schoolcounselor.org/counselor-information/college-careerhttp://www.fla-schoolcounselor.org/counselor-information/college-careerhttp://ncda.org/http://www.counseling.org/knowledge-center/school-counselor-connectionhttp://www.nasfaa.org/counselors/Resources_for_Counselors.aspxhttps://www.march2success.com/http://www.petersons.com/http://www.utexas.edu/world/univ/http://dir.yahoo.com/education/career_and_vocational/http://www.eligibilitycenter.org/http://www.fastweb.com/http://www.finaid.org/http://www.fafsa.ed.gov/http://www.ed.gov/edblogs/hispanic-initiative/http://www.financialaidtoolkit.ed.gov/tk/resources.jsphttp://www.almostfreeideas.org/http://datacenter.kidscount.org/data#USA/1/8/10,11,12,13,15,14,2719
8/20/2019 NSU- Career Development & College Planning Syllabus
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Assi%"e"t #0: C!reer & Colle%e Re!di"ess Cou"seli"% Prese"t!tio" & U"it Pl!"
Elee"t Not $et $et E(eeded
CCR Cou"seli"% Prese"t!tio"
(evelopmental
Hverview
0 ,t
"andidate did not
effectively present on the
developmental overview
that was described in the
chapter.
"andidate effectively
presented on the
developmental overview
that was described in the
chapter.
"andidate effectively presented
on the developmental overview
that was described in the
chapter. The description of
developmental issues to
consider was clear and easy to
understand.
?elevant "areer
Theories
0 ,t
"andidate did not clearly
cover the theories that
are relevant for this
specific grade level.
"andidate clearly covered
the theories that are
relevant for this specific
grade level.
"andidate clearly covered the
theories that are relevant for
this specific grade level. The
presentation of these theories
was clear and easy to
understand.
Bey Alements to
"onsider for theSchool "ounseling"urriculum +cover
the relevant NHS"9
"omponents
0 ,t
"andidate did not
effectively cover the NHS"9 components
that are relevant for this
grade level.
"andidate effectively
covered the NHS"9components that are
relevant for this grade
level.
"andidate effectively covered
the NHS"9 components thatare relevant for this grade level.
The coverage of NHS"9
components was thorough and
linked to appropriate
interventions.
Specific School
"ounseling=nterventions for this
4rade $evel
,ts
"andidate did not clearly
describe specific school
counseling interventions
for ""? counseling for
the grade level+s
outlined in the chapter.
"andidate clearly described
specific school counseling
interventions for ""?
counseling for the grade
level+s outlined in the
chapter.
"andidate clearly described
specific school counseling
interventions for ""?
counseling for the grade
level+s outlined in the chapter.
These interventions were
innovative and considered
multiple intervention methods
+e.g., individual planning,
group counseling, classroom
lessons, parent workshops,
teacher trainings, whole-school
programs, etc.
=nvolvement ofParents and
"ommunity in ""?
"urriculum ,ts
"andidate did not
include ways to involve
parents or community in
the ""? curriculum.
"andidate included ways to
involve parents or
community in the ""?
curriculum.
"andidate included ways to
involve parents and community
in the ""? curriculum. These
ideas were comprehensive and
included multiple ways ofinvolving other stakeholders.
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Assi%"e"t #0: C!reer & Colle%e Re!di"ess Cou"seli"% Prese"t!tio" & U"it Pl!"
Elee"t Not $et $et E(eeded
=deas to =mplement
""? "ounseling
"urriculum in an"ross-(isciplinary
*ashion
,ts
"andidate did not
include ideas for
implementing ""?
counseling curriculumwith other disciplines.
"andidate included ideas
for implementing ""?
counseling curriculum with
other disciplines.
"andidate included ideas for
implementing ""? counseling
curriculum with other
disciplines. These ideas werealigned with the curriculum for
the corresponding grade level
and included multiple
disciplines +e.g., math, science,
reading, social studies,
electives, etc..
(ata School"ounselors "an Use
to 9ssess
Affectiveness of"urriculum
,t
"andidate did not clearly
describe data school
counselors should use to
assess the effectiveness
of the ""? curriculum.
"andidate clearly described
data school counselors
should use to assess the
effectiveness of the ""?
curriculum.
"andidate clearly described
data school counselors should
use to assess the effectiveness
of the ""? curriculum. The
data listed was developmentally
appropriate and included both perception and outcome data.
?eferences $ist
0 ,t
"andidate did not list at
least &' professional
references for the
presentation.
"andidate listed &'
references but did not
include a minimum of %
professional references.
"andidate listed &' references
and included at least %
professional references.
?eferences $ist: 9P9
Style
0 ,t
"andidate did not follow
9P9 style for the
references list.
"andidate followed 9P9
style for the references list
but there were a few minor
errors.
"andidate followed 9P9 style
for the references list and there
were no style errors.
CCR Cou"seli"% U"it Pl!"Profile of Students
43 ,t
Profile of students is
missing or not fully
developed.
Profile of students is
provided that describes
how the collaboration with
colleagues led to the
understanding of the
student needs.
9 detailed profile of the
students is provided that fully
discusses the studentsK needs,
outcomes of collaboration with
colleagues, and how the unit
that is being planned will
contribute to positive learning
outcomes.
?ationale for Unit
43 ,t
There was little or no
evidence of a rationale
for the unit.
?ationale was clearly
stated.
?ationale for Unit
communicated the purpose and
need for the unit.
Unit Hverview
43 ,t
Unit Hverview was notclearly stated.
Unit Hverview was clearlystated.
Unit Hverview was clearlystated and described how the
linkage to previous instruction.
Unit 4oals and
Summary of Unit
0 ,t
Unit 4oals and summary
of unit were not clearly
stated.
Unit 4oals and summary of
unit were clearly stated.
Unit 4oals and summary of
unit were clearly and
specifically stated.
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Assi%"e"t #0: C!reer & Colle%e Re!di"ess Cou"seli"% Prese"t!tio" & U"it Pl!"
Elee"t Not $et $et E(eeded
9ligns =nstruction with
State-adopted Standards
at the 9ppropriate $evel
of ?igor +*A9P a.&.a2*PA"
&./2=nT9S" n.k, ;r.d,
5a.p, 5g.k
0 ,t
=nstructional standards
were not clearly
identified for each lesson
that will be included inthe unit.
=nstructional standards
were clearly identified for
each lesson that will be
included in the unit at theappropriate level of rigor
=nstructional standards were
clearly identified and described
for each lesson that will be
included in the unit at theappropriate level of rigor.
Standards included *lorida
Standards, NHS"9
"omponents, 9N( 9S"9
3indsets2ehaviors.
9ligns the 9ssessments
with the *lorida
Standards +*A9P
a.&.a2=nT9S" n.k,
;r.d, 5a.p, 5g.k.
43 ,ts
There is little or no
evidence that the
candidate aligns
formative and
summative assessments
with the epectations of
the "ommon "oreStandards.
The candidate aligns
formative and summative
assessments with the
epectations of the
"ommon "ore2*lorida
Standards.
The candidate aligns formative
and summative assessments
with the epectations of the
"ommon "ore2*lorida
Standards. 9 summary
eplanation is provided that
details how the assessmentswill contribute to the
reinforcement of instruction.
Se!uences $essons and
"oncepts to Ansure
"oherence and ?e!uired
Prior Bnowledge
+*A9P a.&.b2*PA"
&.72=nT9S" /c.p, 5c.p
0 ,ts
$ittle or no evidence is
provided that the
candidate can se!uence
lessons and concepts to
ensure coherence and
re!uired prior
knowledge. There is no
rationale provided that
describes why the
lessons follow a
particular se!uence.
The candidate se!uences
lessons and concepts to
ensure coherence and
re!uired prior knowledge.
9 rationale is provided that
describes why the lessons
follow a particular
se!uence.
The candidate se!uences
lessons and concepts to ensure
coherence and re!uired prior
knowledge. 9 rationale is
provided that describes why the
lessons follow a particular
se!uence. 9 diagram or graphic
is provided that aligns lessons
and concepts. ?e!uired prior
knowledge is indicated in the
diagram or graphic.
(esigns =nstruction for
Students to 9chieve
3astery
+*A9P a.&.c2*PA"
&.12=nT9S" 5b.p, 5i.k,
5J.k, 5'.d, 5!.d
43 ,t
$ittle or no evidence is
provided that the
candidate can design
instruction for students
to achieve mastery.
There is no statement of
intent about why
students should be able
to master the related
standards or obJectives.
The candidate designs
instruction for students to
achieve mastery. 9
statement of intent is
provided about why
students should be able to
master the related
standards or obJectives. 9
statement is also provided
that describes why
planning is a professional
responsibility thatimproves student learning.
The candidate designs
instruction for students to
achieve mastery. 9 statement
of intent is provided about why
students should be able to
master the related standards or
obJectives. 9 description of
how this instruction supports
instruction for grade-level
standards is provided. 9
remediation plan is provided
that indicates strategies forstudents who are not successful.
The candidate includes a
statement that describes how
planning improves student
learning. The student refers to
short- and long-term planning
needs.
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Assi%"e"t #0: C!reer & Colle%e Re!di"ess Cou"seli"% Prese"t!tio" & U"it Pl!"
Elee"t Not $et $et E(eeded
Test "ompleity and
alance 0 Selection
+*A9P a.&.c2=nT9S"
5b.p,5i.k, 5J.k, 5'.d, 5!.d
43 ,t
There is little or no
evidence that the
candidate demonstrates
the ability to selectrigorous literary and
informational tet +e.g.,
primary and secondary
sources that supports
the *lorida Standards
and other related
standards for the
classroom. There is little
or no evidence that tet
has been selected, based
on content and reading
level.
The candidate
demonstrates the ability to
select rigorous literary and
informational tet +e.g., primary and secondary
sources that supports the
*lorida Standards and other
related standards for the
classroom. This tet has
been selected, based on
content and reading level.
The candidate demonstrates the
ability to select rigorous literary
and informational tet
+e.g., primary and secondarysources that supports the
*lorida Standards and other
related standards for the
classroom. This tet has been
selected, based on content and
reading level.
There is evidence that the
candidate has confirmed the
appropriateness of the tet by
discussing the selection with
other educational professionals.
(evelops $earning
Aperiences that ?e!uire
Students to (emonstrate
a Rariety of 9pplicable
Skills and "ompetencies.
+*A9P a.&.f2*PA"
&.12=nT9S" /a.p
0 ,t
$ittle or no evidence is
provided that the
candidate can develop
learning eperiences that
re!uire students to
demonstrate a variety of
applicable skills and
competencies. *ewer
than three types of skills
or competencies were
addressed in the lesson
or unit.
The candidate develops
learning eperiences that
re!uire students to
demonstrate a variety of
applicable skills and
competencies. 3ore than
three types of skills or
competencies were
addressed in the lesson or
unit.
The candidate develops
learning eperiences that
re!uire students to demonstrate
a variety of applicable skills
and competencies. 3ore than
three types of skills or
competencies were addressed in
the lesson or unit. 9 matri is
provided that aligns skills and
competencies to the lesson or
unit obJectives and assessments.
9ccommodations forASH$ Students and
Students with
Aceptional $earning
Needs 0 $anguage
(evelopment in
=nstruction
+NSU a.&.g2*PA" 5./2
=nT9S" /e.p, /i.k, /o.d,
5k.k, 5n.d
43 ,t
9ccommodations forlanguage development in
instruction for ASH$
students and students
with Aceptional
$earning Needs were not
provided.
9ccommodations forlanguage development in
instruction for ASH$
students and students with
Aceptional $earning
Needs were clearly
identified. These
accommodations
incorporated various
strategies, resources, and
technological tools.
9ccommodations for languagedevelopment in instruction for
ASH$ students and students
with Aceptional $earning
Needs were clearly and
specifically identified. The
accommodations incorporated a
wide variety of strategies,
resources, and technological
tools that were effective in
meeting the diverse needs of
students.
//
8/20/2019 NSU- Career Development & College Planning Syllabus
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Assi%"e"t #0: C!reer & Colle%e Re!di"ess Cou"seli"% Prese"t!tio" & U"it Pl!"
Elee"t Not $et $et E(eeded
Use of academic
language2 vocabulary in
the content area thatleads to mastery of
content and skills. +NSU
a.&.h2*PA" 7./2=nT9S"
h.p, l.k, r.d.
43 ,t
$ittle or no evidence is
provided that the
candidate provides
opportunities forstudents to develop
academic language in
the content area.
9ctivities that promote
content vocabulary
development and practice
are provided.
The candidate provides
multiple activities that
introduce and develop content
language. 9ctivities are also provided that re!uire students
to apply content language to
instructional scenarios.
"ross-disciplinary skills
in instruction
+NSU a.&.i2*PA" 7.12
=nT9S" 5h.k
0 ,t
$ittle or no evidence is
provided that the
candidate incorporates
cross-disciplinary skills
in instruction.
9ctivities that promote the
use of cross-disciplinary
skills are provided.
The candidate provides
multiple activities that reinforce
cross-disciplinary skills.
Avidence is provided that the
candidate collaborated with
other instructors to identify and
promote these activities.
Selects 9ppropriate
*ormative 9ssessments
to 3onitor $earning
+*A9P a.&.d2*PA" &.&,
.&2=nT9S" ;a.p, ;i.k,
;k.k, 5d.k, 5l.k
0 ,t
$ittle or no evidence is
provided that the
candidate can select
appropriate formative
assessments to monitor
learning. There is no
rationale provided as to
how the assessments
align to the standards of
the lesson or unit.
The candidate selects
appropriate formative
assessments to monitor
learning. There is a
rationale provided as to
how the assessments align
to the standards of the
lesson or unit.
The candidate selects
appropriate formative
assessments to monitor
learning. There is a rationale
provided as to how the
assessments align to the
standards of the lesson or unit.
9n analysis is provided for
each element of the assessment
that eplains why it is effective
in monitoring learning for the
lesson or unit obJectives andrelated standards.
Uses a Rariety of (ata,
=ndependently, and in
"ollaboration with
"olleagues, to Avaluate
$earning Hutcomes,
9dJust Planning and
"ontinuously =mprove
the Affectiveness of the
$essons
+*A9P a.&.e2*PA"
%.12=nT9S" 5d.k, 5e.k,
5f.p, 5m.k, 5o.d
0 ,t
The unit was not
evaluated. Plans to
revise and improve the
instruction were not
ade!uately described
The unit was appropriately
evaluated. The teacher
candidates used a variety of
data, independently, and in
collaboration with
colleagues, to evaluate
learning outcomes, adJust
planning and continuously
improve the effectiveness
of the lessons. Plans to
revise and improve the
instruction were eplicitlyand clearly described.
The unit was etensively and
appropriately evaluated. The
teacher candidate used a variety
of data, independently, and in
collaboration with colleagues,
to evaluate learning outcomes,
adJust planning, and
continuously improve the
effectiveness of the lessons.
Plans to revise and improve the
instruction were eplicitly and
clearly described.
/1
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Assi%"e"t #0: C!reer & Colle%e Re!di"ess Cou"seli"% Prese"t!tio" & U"it Pl!"
Elee"t Not $et $et E(eeded
=mplementation 0
Narrative
43 ,t
The narrative of the
implementation is
missing or too brief to
provide sufficientinformation on what
occurred during
instruction. The
narrative does not
include a description of
how this unit can
promote student
employability and
lifelong learning.
The narrative of the
implementation clearly
states what occurred during
instruction. The narrativeincludes a brief description
of how this unit can
promote student
employability and lifelong
learning.
The narrative of the
implementation details what
occurred during instruction.
The narrative includes athorough analysis of how this
unit can promote student
employability and lifelong
learning.
=mplementation 0 9reas
for "hange
43 ,t
=nformation on areas for
change is missing or too
brief to providesufficient information on
what the candidate
proposes to change for
future implementations
of the unit.
=nformation on areas for
change are listed and
described.
=nformation on areas for change
is detailed and includes
resources +e.g., materials, professional development, etc.
that are needed to support these
changes.
?eflection
0 ,t
The reflection is missing
or too brief to provide
sufficient information on
how this eperience
increased the candidatesK
knowledge of the
planning process or
helped to meet studentsKinterests or
developmental
characteristics.
9 reflection is provided
that describes how this
eperience increased the
candidatesK knowledge of
the planning process and
helped to meet studentsK
interests or developmental
characteristics.
9 detailed reflection is provided
that describes how this
eperience increased the
candidatesK knowledge of the
planning process and helped to
meet studentsK interests and
developmental characteristics.
9 description of the applicationof this eperience to future
planning is provided.
$esson plan design )
knowledge of career
development resources,
postsecondary
opportunities, and
financial aid resources
for college
0 ,t
$ittle or no evidence is
provided that the
candidate can develop
learning eperiences that
re!uire students to
demonstrate knowledge
of career development
resources, postsecondary
opportunities, andfinancial aid resources.
The NHS"9 "omponent
was not addressed
ade!uately. *ewer than
three 9S"9
mindsets2behaviors were
addressed in the unit.
The candidate develops
learning eperiences that
re!uire students to
demonstrate knowledge of
career development
resources, postsecondary
opportunities, and financial
aid resources. Hne NHS"9
"omponent was addressed.3ore than three 9S"9
mindsets2behaviors were
addressed in the unit.
The candidate develops
learning eperiences that
re!uire students to demonstrate
knowledge of career
development resources,
postsecondary opportunities,
and financial aid resources.
Hne NHS"9 "omponent was
thoroughly addressed. 3orethan three 9S"9
mindsets2behaviors were
addressed in the unit. 9 matri
is provided that aligns 9S"9Ks
"areer (omain indicators to the
lesson or unit obJectives and
assessments.
/
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Assi%"e"t #0: C!reer & Colle%e Re!di"ess Cou"seli"% Prese"t!tio" & U"it Pl!"
Elee"t Not $et $et E(eeded
9ssist students in
decision-making at their
current stage of career
development
0 ,t
"andidate does not
effectively describe how
he2she can assist
students in decision-making at different
stages of career
development.
"andidate effectively
describes how he2she can
assist student in decision-
making at different stagesof career development.
"andidate effectively describes
how he2she can assist student in
decision-making at different
stages of career development.The activities in the group
directly address decision-
making and will help all
students in the group advance
their career planning.
Tot!l Poi"ts:
>B ,ts
/%
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Assi%"e"t #:
8/20/2019 NSU- Career Development & College Planning Syllabus
27/30
Assi%"e"t #>: Stude"t C!reer Assesse"t Pro.et
Assignment /8 in (1C2 345 supports the pre)professional development of
FDOE School Counseling Competenc 979
Elee"ts Not $et $et E(eeded
(escriptionof Hnline""?
?esources
,ts
"andidate did notidentify what washelpful and
problematic2difficult
about the online
resources.
' pt
"andidate identified whatwas helpful and problematic2difficult about
the online resources.
& pt
"andidate identified what washelpful about the onlineresources. "andidate thought
critically about what could be
problematic2 difficult about
using these online resources
with students.
/ pts
ays to useonline
resources
with students
,ts
"andidate did notclearly identify ways
school counselors can
use the online
resources with
students.
' pt
"andidate clearlyidentified ways school
counselors can use the
online resources with
students. The description
of ways to implement
these online resources
included at least two of the
following: individual
counseling, small group
counseling, classroom
lessons2activities, parent
workshops, or other
counseling-related
activities.
& pt
"andidate clearly identifiedways school counselors can use
the online resources with
students. The description of
ways to implement these online
resources included at least three
of the following: individual
counseling, small group
counseling, classroom
lessons2activities, parent
workshops, or other counseling-
related activities.
/ pts
(escription
of the student
0 ,t
(escription of the
student did not
include grade level
and general family
background.
' pt
(escription of the student
included grade level,
general family
background, and general
academic history +if
possible.
X pt
(escription of the student
included grade level, general
family background, and general
academic history +if possible.
The description demonstrated
that the candidate thoroughly
reflected on the background of
the student.& pt
?eflection on
eplanation
of assessment
,ts
"andidate did not
clearly list the
assessments used and
reflect on how theadministration of the
assessment was
accomplished.
"andidate listed the
assessments used and
reflected on how the
administration of theassessment was
accomplished.
"andidate listed the assessments
used and reflected on how the
administration of the assessment
was accomplished. Thereflection included what the
candidate felt he2she did well,
and what he2she could improve
upon in the future whenadministering career
/5
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Assi%"e"t #>: Stude"t C!reer Assesse"t Pro.et
Assignment /8 in (1C2 345 supports the pre)professional development of
FDOE School Counseling Competenc 979
Elee"ts Not $et $et E(eeded
' pt & pt assessments./ pts
?eflection on
processing of
assessment
results
> ,ts
"andidate did not
reflect on how well
he2she processed the
assessment results
with the student. .
'-& pt
"andidate reflected on
how well he2she processed
the assessment results with
the student. "andidate
discussed was done
effectively and what can be improved upon.
/ pts
"andidate reflected on how well
he2she processed the assessment
results with the student.
"andidate discussed was done
effectively and what can be
improved upon. "andidatereflected on all four !uestions:
& student agreement with the
results, / processing of
studentsK interest areas, values,
or skills, 1 relation of results to
their schoolwork, )
discussion of postsecondary
plans.
1 pts
Theory
,ts
"andidate did not
effectively apply a
career development
theory to the student.
' pt
"andidate effectively
applied a career
development theory to the
student.
& pt
"andidate effectively applied a
career development theory to the
student. "andidateKs application
of the theory was thorough and
insightful.
/ pts
Planning
> ,ts
"andidate did not
identify appropriate
activities for
promoting studentKs
college readiness.
'-& pt
"andidate identified
appropriate activities for
promoting studentKs
college readiness.
"andidate described
recommendations for
future activities that would
facilitate this studentKs
progression in school to
become college and career
ready.
/ pts
"andidate identified appropriate
activities for promoting
studentKs college readiness.
"andidate described
recommendations for future
activities that would facilitate
this studentKs progression in
school to become college and
career ready. These
recommendations correlated to
the studentKs interests, skills,
aptitudes, and values.
1 pts
Tot!l Poi"ts:
03 ,ts
/7
8/20/2019 NSU- Career Development & College Planning Syllabus
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T2e Fi"!l E(! Ru-ri
%he Final E,am in (1C2 345 supports the pre)professional development of
FDOE School Counseling Competenc 974
Elee"t &
Poi"ts
Not $et $et E(eeded
(emonstrateknowledge of
maJor career
development
theories
The candidate doesnot demonstrate
clear knowledge of
maJor career
developmenttheories.
+Score of C7'Y on
*inal Aam
The candidatedemonstrates clear
knowledge of maJor
career development
theories.+Score of 7'-78Y on
*inal Aam
The candidatedemonstrates clear
knowledge of maJor career
development theories.
+Score of 8'-&''Y on
*inal Aam
Note: A"7 !"did!te =2o e!r"s B o" t2e 5i"!l =ill 2!/e to eet =it2 t2e i"strutor5ollo=i"% l!ss to reedi!te t2is %r!de4 T2e i"strutor !""ot su-it t2e 5i"!l %r!de 5or
t2is l!ss u"til t2e !"did!te deo"str!tes o,ete"7 i" t2e !re! o5 +"o=led%e o5 !reer
de/elo,e"t t2eories4 8,er FL DOE re'uiree"ts94 A" IRP i" t2e C!"did!te Guide to
FEAPs =ill "eed to -e 5illed out !"d tur"ed i" to t2e ,ro%r! o55ie4
/8
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"ounseling "andidateKs Name:WWWWWWWWWWWWWWWWWWWWWW
C!reer De/elo,e"t !"d Colle%e Pl!""i"% Stude"t Assesse"t Ati/it7
PARENT CONSENT FOR$
This is a voluntary process in which, with your permission, your child will participate in aneploratory college and career readiness activity. =f you agree to allow your child to participate,
he2she will work with a school counseling student at Nova Southeastern University. The NSU
student is enrolled in a class called, Career *eelopment and College Planning O and it focuseson assisting Pre-B through 4rade &/ students with planning for college and careers. #ou or your
child may withdraw from participating in this activity at any time.
=f you agree, the NSU student will ask your child to do the following:& Take two online career2college assessments. These assessments will be taken from one of
the following websites:
a. http:22www.collegeboard.org2 b. http:22www.act.org2profile
c. http:22www.careeronestop.org2Studentsand"areer9dvisors2Studentsand"areer9dv
isors.asp d. http:22flchoices.org
e. http:22www.financialaidtoolkit.ed.gov2tk2resources.Jsp
/ #our child will then discuss the results of these assessments with the NSU school
counseling student.
The assessments should take your child no more than 1'-' minutes to complete. The meeting
with the NSU student should take no more than an hour. The meeting will focus only on careerand college planning. The NSU student is not allowed to discuss topics outside of these topics.
e encourage you to be present for the meeting so you can learn more about your sonKs or
daughterKs career and college planning.
The meeting will not be audiotaped or videotaped. The NSU student will write about this
eperience in a paper assigned for class. #our childKs identity will be protected and the NSU
student will not divulge your childKs real name or any other identifying information in the paper.This activity is not being used for research purposes.
=f you have any concerns or complaints about this assignment or process, please contact (r."arolyn erger at +%;&558-7&58 or cs%1