School Counselor (152) - ETScms.texes-ets.org/files/7313/1473/2286/te_facman... · School Counselor (152) Purpose The purpose of the School Counselor test is to measure the requisite

School Counselor (152)

Purpose

The purpose of the School Counselor test is to measure the requisite knowledge and skills that anentry-level educator in this field in Texas public schools must possess. The test is a requirement forcandidates seeking a School Counselor certificate.

Test Characteristics

Number of test items: 90 multiple-choice questions. Typically, 80 multiple-choice questions arescorable and 10 multiple-choice questions are used for pilot testing purposes and arenonscorable (i.e., they do not contribute to the examinee’s score).

Score scale: The School Counselor test is scored on a 100–300 scale, with a passing scoreof 240.

Test Structure

The School Counselor test contains the following domain and test item structure:

DomainNo.

Domain TitleApprox.

Percent ofTest

Typical Number ofScorable Multiple-

Choice Items

I. Understanding Students 30% 24

II. Planning and Implementing the DevelopmentalGuidance and Counseling Program

40% 32

III. Collaboration, Consultation, and Professionalism 30% 24

Test Administration

On each test date, the School Counselor test is administered as a half-session test during themorning and afternoon test sessions. Each session is five hours long.

Scoring

Results are reported as scaled scores in a range from 100 to 300, with a passing score of 240. Thetotal test score is based on an examinee’s performance on the entire test. Domain and competencyperformance information, which is provided on the Examinee Score Report, is based on anexaminee’s performance on each domain and each competency.

Please note:

• Domain and competency performance information presents the number of questionsanswered correctly out of the total number of scorable questions appearing on the test.

• Domain and competency performance information is included to help assess an examinee’sareas of relative strength and need.

• Domain and competency performance information may be based on comparatively few testquestions and may be less reliable than total test information.

Test Framework

The complete test framework for this field, containing the competencies and descriptive statementsfor each domain, appears on the following pages.

Score Report Instructions

A section of the Examinee Score Report entitled “How to Read Your TExES Score Report” appearson the page following the test framework.

Preparation Manual

The preparation manual for this field may be viewed or downloaded from the TExES Web site athttp://www.texes.ets.org. Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Examination for the Certification of Educators in Texas (ExCET) program. The TExES and ExCET programs are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services.

This document may not be reproduced for commercial use but may be copied for educational purposes.

TEST FRAMEWORK

TExESTexas Examinations of Educator Standards

Field 152: School CounselorTest Framework

Domain Range ofCompetencies

I. Understanding Students 001–003

II. Planning and Implementing the Developmental Guidanceand Counseling Program 004–007

III. Collaboration, Consultation, and Professionalism 008–010


TEST FRAMEWORK FOR FIELD 152:SCHOOL COUNSELOR

Domain I Understanding Students(approximately 30% of the test)

Standards Assessed:

School Counselor Standards I–V:Learner-Centered Knowledge: The professional school counselor must have a broadknowledge base.

Learner-Centered Skills: The professional school counselor applies the knowledgebase to promote the educational, personal, social, and career development of thelearner.

Learner-Centered Process: The professional school counselor participates in thedevelopment, monitoring, and evaluation of a developmental school guidance andcounseling program that promotes learners’ knowledge, skills, motivation, andpersonal growth.

Learner-Centered Equity and Excellence for All Learners: The professional schoolcounselor promotes academic success for all learners by acknowledging, respecting,and responding to diversity while building on similarities that bond all people.

Learner-Centered Communications: The professional school counselor, an advocatefor all students and the school, demonstrates effective professional and interpersonalcommunication skills.

Domain II Planning and Implementing the Developmental Guidance and Counseling Program(approximately 40% of the test)

Standards Assessed:

School Counselor Standards I–V:Learner-Centered Knowledge: The professional school counselor must have a broadknowledge base.






Domain III Collaboration, Consultation, and Professionalism(approximately 30% of the test)

Standards Assessed:

School Counselor Standards I–VI:Learner-Centered Knowledge: The professional school counselor must have a broadknowledge base.





Learner-Centered Professional Development: The professional school counselorpursues continuous professional development, demonstrating a commitment to learn,to improve the profession, and to model professional ethics and personal integrity.


TExESTexas Examinations of Educator Standards

Field 152: School CounselorTest Framework

DOMAIN I—UNDERSTANDING STUDENTS

Competency 001 (Human Development)The school counselor understands processes of human development and applies thisknowledge to provide a developmental guidance program, including counselingservices, that meets the needs of all students.

The beginning school counselor:

• Demonstrates knowledge of developmental progressions in the social, emotional,physical, motor, language, and cognitive domains in children and adolescents.

• Demonstrates knowledge of developmental issues of particular importance,including atypical differences, at different stages of human development(e.g., early childhood, middle childhood, adolescence).

• Recognizes the interrelatedness of developmental domains and ways in whichthis interrelatedness may affect students’ behaviors (e.g., how affectivecharacteristics may affect academic performance).

• Understands the range of human developmental variation (e.g., typical andatypical behaviors) and knows how to provide appropriate, effective guidanceand counseling services that are responsive to students’ developmentalcharacteristics and differences.

• Understands students’ developmental characteristics and needs in relation toeducational and career awareness, planning, and decision making.


Competency 002 (Student Diversity)The school counselor understands human diversity and applies this knowledge toensure that the developmental guidance and counseling program is responsive to allstudents.


• Demonstrates an understanding of ways to create and maintain a positive schoolenvironment in which diversity is acknowledged and respected.

• Knows and applies strategies for positive, effective communication with allstudents and their families.

• Understands student differences (e.g., in relation to culture, economics, gender,ethnicity, learning style), and knows how to provide a developmental guidanceand counseling program that meets the needs of all students.

• Understands characteristics and needs of students who are members of specialpopulations (e.g., gifted and talented, homeless, migrant, special education).

• Demonstrates knowledge of how to facilitate the learning and achievement of allstudents, including special populations, by promoting a cooperative, inclusive,and purposeful learning environment.

• Demonstrates an understanding of how to promote awareness of and respon-siveness to learning differences and other types of diversity in the learningcommunity.

• Advocates for a school environment in which diversity is acknowledged andrespected.


Competency 003 (Factors Affecting Students)The school counselor understands factors that may affect students’ development andschool achievement and applies this knowledge to promote students’ ability toachieve their potential.


• Understands environmental, social, and cultural factors that may affect students’development and learning, and recognizes the relevance of these factors forschool counseling.

• Knows how factors in the school (e.g., peer relationships, teacher-studentinteractions, school climate) may affect students’ ability to succeed in school, andcollaborates with school personnel to promote a school environment in which allstudents may achieve success.

• Demonstrates knowledge of factors in the home and community that may affectstudents’ school performance (e.g., feelings of safety and security, level of familysupport, impact of critical incidents), and recognizes the effects such factors mayhave on students’ achievement.

• Understands how societal factors and trends (e.g., media influences on students,changing demographic and economic conditions, technological developments)may affect what students need from a developmental guidance and counselingprogram.

• Understands how to promote students’ ability to cope with negative factors andbuild on positive factors and influences in their lives.


DOMAIN II—PLANNING AND IMPLEMENTING THE DEVELOPMENTAL GUIDANCE ANDCOUNSELING PROGRAM

Competency 004 (Program Management)The school counselor understands how to plan, implement, and evaluate a develop-mental guidance program, including counseling services, that promotes all students’success.


• Demonstrates knowledge of the components of a developmental guidance andcounseling program.

• Knows how to assess the needs of students in a school and plan a develop-mental guidance and counseling program that is proactive and reflects studentneeds.

• Demonstrates knowledge of procedures for implementing a developmentalguidance and counseling program, evaluating the program’s effectiveness, andmodifying the program as necessary to meet the needs of all students.

• Knows how to implement strategies for effective internal and externalcommunication.

• Understands the roles and responsibilities of the school counselor, counselingstaff, and other professionals in the school with regard to the guidance andcounseling program.

• Knows how to serve as a consultant and/or coordinator to help students achievesuccess in school and outside of school.

• Knows how to implement effective referral procedures to facilitate the use ofspecial programs and services.

• Knows how to organize personnel, resources, and activities to meet definedneeds and objectives.

• Knows how to apply research-based practice to improve the school guidance andcounseling program.


Competency 005 (Developmental Guidance Program)The school counselor knows how to provide a comprehensive developmentalguidance program that promotes all students’ personal growth and development.


• Knows how to help students develop age-appropriate knowledge and skills in theareas of self-confidence, motivation to achieve, decision making and problemsolving, interpersonal effectiveness, communication, cross-cultural effectiveness,and responsible behavior.

• Applies knowledge of procedures for developing a guidance curriculum(e.g., establishing learning goals and objectives, indicators of competence,expected results, and evaluative criteria).

• Knows how to design, implement, and evaluate developmentally appropriateguidance instruction for students at different grade levels.

• Knows how to work collaboratively with the school community to promote theintegration of the guidance and academic curriculum.

• Demonstrates an understanding of theories, models, principles, and practices ofcareer development.

• Demonstrates knowledge of appropriate resources, including technological tools,to promote students’ development of skills and knowledge in the developmentalguidance curriculum.

• Knows how to facilitate students’ ability to achieve their potential by helping themset and attain challenging educational, career, and personal/social goals.

• Demonstrates knowledge of how to teach small and large groups by activelyengaging students in the learning process.


Competency 006 (Counseling)The school counselor understands how to provide effective counseling services toindividuals and small groups.


• Applies knowledge of counseling and consultation theories, principles, andpractices in a school community.

• Understands the scope of the school counselor’s job, and recognizes when andhow to make referrals to professionals outside the school.

• Demonstrates knowledge of the roles and responsibilities of the counselor invarious counseling situations.

• Knows how to provide effective counseling to individuals and small groups usingappropriate counseling theories and techniques.

• Demonstrates an understanding of group dynamics and productive groupinteractions in various counseling situations.

• Knows how to use counseling-related research techniques and practices toaddress student needs.

• Applies knowledge of how to coordinate resources for students within the schooland the community.

• Understands the use of prevention approaches (e.g., respect for self and others,motivation, decision making, conflict resolution) and intervention strategies(e.g., substance abuse, critical incidents, anger management) to address studentconcerns.


Competency 007 (Assessment)The school counselor understands principles of assessment and is able to useassessment results to identify students’ strengths and needs, monitor progress, andengage in planning to promote school success.


• Demonstrates knowledge of assessment principles and procedures, including theappropriate use of tests and test results.

• Understands the characteristics, uses, advantages, and limitations of varioustypes of informal and formal assessments.

• Applies knowledge of assessment-related issues (e.g., validity, reliability, bias,confidentiality, ethics).

• Knows how to interpret assessment results and to use information from variedsources to assess accurately students’ strengths and needs.

• Understands principles of testing and measurement that underlie groupstandardized testing programs.

• Knows how to collaborate in the planning and evaluation of a group standardizedtesting program.

• Uses assessment results and interprets information to work collaboratively withother professionals to plan for instruction and student development.

• Knows how to communicate assessment results to school personnel, students,and students’ families.


DOMAIN III—COLLABORATION, CONSULTATION, AND PROFESSIONALISM

Competency 008 (Collaboration with Families)The school counselor knows how to communicate effectively with families andestablish collaborative relationships that enhance work with students.


• Applies strategies for using oral, written, electronic, and nonverbal means ofcommunication to interact effectively with families in various contexts.

• Knows how to establish partnerships of trust and mutual respect between homesand the school community.

• Demonstrates knowledge of procedures for working with parents/guardians toenhance the counselor’s interaction with students and to facilitate studentlearning.

• Knows how to use effective communication with families to support responsiveinterventions.

• Applies knowledge of strategies for promoting the involvement of parents/guardians in their children’s education.

• Works effectively as a team member with families and other professionals topromote positive change for students.

• Knows how to provide support for families, including use of effective referralprocedures.


Competency 009 (Collaboration with Others in the School and Community)The school counselor understands how to work collaboratively with otherprofessionals and with community members to promote positive change and tofacilitate student learning.


• Demonstrates an understanding of roles and responsibilities of the counselor invarious contexts involving consultation and collaboration with other professionals.

• Applies procedures for collaborating with others in the school and community toimplement a developmental guidance program, including a guidance curriculum,that promotes students’ development in all domains (e.g., academic, career,personal/social) and helps students achieve in school and outside of school.

• Demonstrates knowledge of procedures for consulting with teachers,administrators, and others to provide professional expertise and enhance theirwork with students.

• Knows how to work and communicate effectively with teachers, administrators,and other professionals to promote positive change for individuals, groups, andthe school community.

• Knows how to develop and maintain positive working relationships withbusinesses and other community resources to address student needs andfacilitate learning.

• Applies procedures for coordinating resources for students within the school andcommunity.

Competency 010 (Professionalism)The school counselor understands and complies with ethical, legal, and professionalstandards relevant to the profession.


• Demonstrates an understanding of legal and ethical standards, guidelines,practices, and issues relevant to the role of the school counselor (e.g., confiden-tiality, special populations, professional records, relationships with students andothers, use of appropriate interventions).

• Knows how to apply legal and ethical standards in various situations involvingstudents and others.

• Knows how to be an effective advocate for a developmental guidance andcounseling program that is responsive to all students.

• Uses reflection, self-assessment, interactions with colleagues, and continuingeducation to promote personal professional development.

• Knows how to use research, technology, and other resources to facilitatecontinual professional growth and improve the school guidance and counselingprogram.

• Demonstrates awareness of the value of membership in appropriate, professionalcounseling organizations.

HOW TO READ YOUR TExES SCORE REPORT

Your score report has three sections: 1) Total Test Performance, 2) Performance by Domain, and 3) Performance byCompetency. These results have been forwarded to the TEA and State Board for Educator Certification (SBEC) and,based on the information you provided, to your recommending Texas educator preparation program (college,university, or alternative certification program). Scores for one test are reported on each score report. Keep all scorereports for your records. Once you've passed your required tests, you must apply for certification - please see lastsection for details on how to apply.

TOTAL TEST PERFORMANCE

In this section, data are reported by the major content areas, called domains. For each domain, the number ofquestions on the test and the number you answered correctly are indicated. This information is descriptive only.Individual domains do not have passing scores. Passing status is based only on the total test score. Note that thedomains with the greater numbers of competencies have a greater number of questions on the test.

PERFORMANCE BY DOMAIN

Nonscorable Questions. The total number of questions reported on your score report is typically less than thetotal number of questions on the test. Nonscorable questions are usually included on each test. Thesenonscorable questions are not used in calculating your score.

PERFORMANCE BY COMPETENCY

In this section, data are reported by competencies within the domains. For each competency, the number ofquestions on the test and the number you answered correctly are indicated.

It is important to use caution when interpreting data reported by competency. Evaluating your performancebased on a small number of test questions should be done carefully. To understand more fully your performance oneach portion of the test, refer to the list of competencies that is provided in the preparation manual for the test youtook.

Registering for Future Administrations

Applying for Texas Certification

For TExMAT and TExES the score range is 100 to 300 with a minimum passing score of 240. For ExCET,the score range is 1 to 100 with a minimum passing score of 70. TOPT score range is 2 to 8 with aminimum passing score of 6. TASC and TASC-ASL scores are levels A, B, C, D, E with a minimumpassing level of C (levels A, B and C are passing). A score of U indicates the test was unscorable. Minimumpassing standards for the tests were established by the SBEC with input from committees of Texaseducators. The passing score is designed to reflect the minimum level of knowledge required for effectiveperformance by a beginning educator in Texas public schools.

Your total scaled score shows how you performed on the test as a whole and whether you passed the test.

Total test results are reported in terms of a scaled score. The scale score allows comparison among anyversion of the same test. The raw scores that are reported are not comparable from one version of a test toanother.You receive one point for each correct response and zero points for each incorrect response. Note that thescaled score is not determined by averaging the number of questions correct within each domain (orcompetency). Further information about scoring is available at www.texes.ets.org.

Tests may be retaken, if necessary. Reminder, you may be required to obtain approval to test from youreducator preparation program. Consult the current Registration Bulletin for the test dates and registrationprocedures. Registration Bulletins are available for download on the TExES Web site at www.texes.ets.org.You can also obtain a copy of the Registration Bulletin from the certification offices at Texas educatorpreparation programs. You can also register online at www.texes.ets.org.

You must apply online and pay the appropriate fee if you have met all requirements for a StandardCertificate. Please refer to the State Board of Educator Certification web site at www.sbec.state.tx.usfor application procedures.

Documents

School Counselor (152) - ETScms.texes-ets.org/files/7313/1473/2286/te_facman... · School Counselor (152) Purpose The purpose of the School Counselor test is to measure the requisite