Web viewExplore the multiple and transformative roles of a school counselor working at an elementary, middle or high school level

Central Connecticut State UniversitySchool of Education and Professional Studies

Department of Counseling and Family Therapy

CNSL 520: Guidance Principals, Organization, and AdministrationFall Semester 2017: Tuesdays August 30 – December 6, 2017 4:30- 7:10 pm (MS) Sanford 101

Prerequisites: Admission to Department

Instructor: Peg Donohue, PhD Office phone: 860-832-2264 e-mail: [email protected] (preferred)

Office Hours: Mon. 2:00 – 4:00, Tues. 2:00 - 4:00 and Wed. 1:00 – 2:00, or by appointment

Credit Hours: 3

Course Description:This introductory course will focus on the history, foundation, and role of school counseling. We will focus on school counseling services, practices, and basic concepts related to the organization and operation of school counseling programs, and the impact of pressing educational concerns on the role of school counselors.

Course Objectives:The student will demonstrate knowledge and/or skills in the following areas:1. Explore the multiple and transformative roles of a school counselor working at an elementary, middle or high school level.

CACREP Standards:1. School counselor roles in consultation with families, P-12 and postsecondary

school personnel, and community agencies. (5.G.2.b)2. School counselor roles in relation to college and career readiness. (5.G.2.c)3. School counselor roles in school leadership and multidisciplinary teams

(5.G.2.d)4. Competencies to advocate for school counseling roles. (5.G.2.f)5. Qualities and styles of effective leadership in schools. (5.G.2.j)6. Community resources and referral sources. (5.G.2.k) 7. Professional organizations, preparation standards, and credentials relevant to

the practice of school counseling. (5.G.2.l) 8. Legislation and government policy relevant to school counseling. (5.G.2.m)9. Legal and ethical considerations specific to school counseling. (5.G.2.n) 10. Core curriculum design, lesson plan development, classroom management

strategies, and differentiated instructional strategies (5.G.3.c)11. Interventions to promote academic development. (5.G.3.d) 12. Techniques of personal/social counseling in school settings. (5.G.3.f)13. Approaches to increase promotion and graduation rates. (5.G.3.i)

“Connection is the energy that is created between people when they feel seen, heard and valued; when they can give and receive without judgment.” - Brene Brown

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mailto:[email protected]

14. Strategies to promote equity in student achievement and college access. (5.G.3.k)

15. Techniques to foster collaboration and teamwork within schools. (5.G.3.l)16. Use of accountability data to inform decision making. (5.G.3.n)17. Use of data to advocate for programs and students. (5.G.3.o)

Learning objectives

CACREP Standard(s)

Assessments/Assignments

Learning outcomes

1.Explore the multiple and transformative roles of a school counselor working at an elementary, middle or high school level.

5.G.2.b,5.G.2.c,5.G.2.d,5.G.3.c,5.G.3.l

School counselor interview

Students will be able to explain the multiple roles of a school counselor in the context of an elementary, middle, or high school.

2. Identify and develop key competencies as leaders and advocates for students.

5.G.2.f,5.G.2.j

Reflection paperSchool Counselor Success Plan

Students will be able to identify 5-7 key competencies needed to act as both a leader and advocate in schools.

Students will identify which competencies they already possess and those they must challenge themselves to acquire.

3. Utilize resources that inform student as a school counselor such as state and national organization, community resources, and the ASCA code of ethics.

5.G.2.k-n School counselor interview

Resource Mapping (in class project)

Ethical decision making discussion board

Students will articulate 5 reasons to join the state and national organizations for school counselors.

Students will identify and explore multiple community resources for a school of interest.

Students will be able to utilize the


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ethical decision making model in order to chart an ethical course of action when faced with a dilemma.

4.Students will design and role play the use of a 4-6 lesson core classroom guidance unit for a specified grade level.

5.G.3.c Classroom Guidance Unit Students will successfully research, design, and present an evidence based school counseling guidance lesson which is developmentally appropriate and engaging for students.

5.Identify evidence based interventions and practices that improve student academic performance, social and emotional functioning while promoting more equitable access to post-secondary opportunities

5.G.3.d, 5.G.3.i,5.G.3.k

School Counselor Interview

Article review: How do we help kids become college ready?

Students will be able to identify 5-7 evidence based interventions which promote college and career readiness for students K-12.

6.Use and analyze student data to identify and remediate gaps in services and promote equity in schools.

5.G.3.n,5.G.3.o

In class data project Students will successfully propose a DATA project that measures the effectiveness of their classroom guidance unit

Methods of Instruction: We will emphasize class discussion, group problem solving, sharing relevant school counseling research, direct instruction, and a simulated guidance lesson.

Required Texts:


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Dahir, C. & Stone, C. (2016). The Transformed School Counselor (3rd edition). Belmont, CA: Brooks/Cole.

American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs. Author: American School Counselor Assoc.

Course Requirements:

Participation: Ongoing dialogue and critical thinking form a significant portion of the learning experience in graduate education. Students will work both individually and in small groups to examine a variety of topics. Students are expected to complete reading assignments using an active reading strategy and participate in class discussions and activities. Class participation ratings consider in-class behavior, attentiveness and responsiveness to instructor and fellow classmates. It is imperative for students to take responsibility for their learning and to complete assignments on time. (100 points)

On time assignments: Please make all efforts to get your assignments in on the due dates as this mirrors the need to get work completed in the workplace as a school counselor in a timely manner. Any work that is handed in late will be reduced 2% per week day that it is not handed in.

Cell phones and Internet use: The unauthorized use of cell phones or other technology (lap top use to surf the internet) during class is discourteous, unprofessional, and inappropriate and will be reported on the Student’s Attitudes and Attributes Survey. Students who are required to use cell phones because they are on call as a crisis worker for their employer should seek prior approval from the professor. They should also discuss their reasons for needing to use a cell phone with their fellow students, place the phone on vibrate, and leave the room immediately when receiving a message. Accommodations: Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. I will need a copy of the accommodation letter from Student Disability Services. Contact Student Disability Services, Room 241 Copernicus Hall, (860) 832-1957, if you are not already registered with them. Student Disability Services maintains the confidential documentation of your disability and assists you in coordination reasonable accommodations with your faculty.

Attendance: Prompt attendance in every scheduled class is required. More than two missed classes will result in a recommendation that the student drop the class. Arriving late for class is disruptive to the learning process. Please model the same promptness you will show in your practicum, internship, and as a school counselor. If being late is unavoidable, please notify the instructor if you will be late or absent from class. Excessive tardies (2+) will adversely impact your participation grade.

Assignments: School Counselor Success Plan. Students in grades 6-12 now create Student

Success Plans each year to guide their academic, social and emotional development. You will develop your own plan to create a roadmap for success during this school year. You will be given a template to complete for this assignment.Due September 6 (100 points)


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Reflection Paper. Please will reflect on what it means to you to become a school counselor who serves as both a leader and an advocate. This should be a 5-7 page description of what led you to your decision to pursue this career path. What do you feel will be the most challenging aspects of your work as a school counselor? What grade level(s) would you be most interested in working with? What competencies do you need to acquire to be an effective school counselor who is both a leader and an advocate? Due September 27 (100 points)

School Counselor Interview: Arrange an appointment with a practicing school counselor and conduct an interview and shadow for 4-6 hours. To prepare, research the district’s strategic profile and prepare a list of 8-10 questions to ask the counselor which touch upon their comprehensive school counseling program, college and career readiness efforts, ethical challenges, and the use of collaboration to meet students’ needs. Make sure to ask if they have a comprehensive school counseling program in place! Write a paper (4-5 pages) describing both your findings and your reaction to the interview and job shadowing experience. Please attach the list of your questions to your final paper. Due November 8. (200 points)

Discussion board: Students will participate in a discussion board to demonstrate use of the 8 steps of ethical discussion making process. (50 points)

Article review: How do we help kids become college ready? Select an article about an evidence based intervention which helps students to become college and career ready. Review the article making note of the research questions, participants, methodology, results, discussions, and implications for school counselors. Be prepared to present it to the class. Please post your article on BBL for your classmates. (50 points)

Classroom Guidance Unit: With a partner design a 4 – 5 classroom guidance lessons (a unit) on a topic of interest. Each dyad will prepare a literature review on their topic, an introduction and rationale for teaching the unit, pre and post unit assessment and 4-5 classroom guidance lessons to be presented in an organized binder. One lesson will be selected to present to the class. Rubrics for written materials and lessons will be provided. Each group will provide electronic copies of their GCU to classmates and the instructor. Please provide everyone with copies of your lesson plan for your presentation.

o Literature Review Chart: Fill in chart provided for all four sources used to develop your classroom guidance unit. There will be time to work on this in class with your partner. Due October 11 (100 points)

o Introduction, Rationale, Parent Letter, Pre/Post Test, and Lesson Plans Due November 29 (200 points) (Please hand in a hard copy in 3 ring binder with labeled dividers to instructor and upload to Black Board Learn to share with classmates).

o Classroom Guidance Lesson Presentations: November 29 and December 6.


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Grading Criteria:Points will be applied as follows:

Attendance and participation 100School Counselor Success Plan 100Reflection Paper 100School Counselor Interview 200Discussion Board: Ethical decision making 50Article Review: College and Career Ready 50Classroom Guidance Literature Review Chart 100Classroom Guidance Unit 200 Total 900

(Classwork that falls below a B will be reviewed with the student. Suggestion for improvement will be discussed and an opportunity will be provided to redo the assignment. Students scoring above a B are not eligible to revise an assignment.)

Points Grade855-900 A800-854 A-770-799 B+735-769 B700-734 B-670-699 C+635-669 CBelow 634 F

Literature Review Chart for Classroom Guidance Unit:Identify at least 4 articles that give relevant background information and recent research on your topic


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Classroom guidance unit topic: key word searched:

Article # Search engine(s) used

APA reference for study/article

Type of research

Key findings

Specific activities included in CGU based on this research

1234

----------------------------------------------------------------------------------------------------------------------Classroom Guidance Lesson Plan Outline

Title of Lesson:Grade Level(s):

Mindset Standard(s): FROM ASCA Mindsets and Behaviors

Behavior Standard(s): FROM ASCA Mindsets and Behaviors

Learning Objective(s):

Materials:

Developmental Learning Activities:

Introduction:Activity:

Conclusion:

Assessment/Evaluation:

Follow-up:

General note about papers:All papers should be typed, double-spaced and conform to the standards of the Publication Manual of the American Psychological Association (6th edition).For additional information or APA citation guidelines when writing a paper, please refer to:

- www. wooster.edu/psychology/apa-crib.html- www.psychwww.com/resource/apacrib.htm - www.lib.ucon.edu/find/guides/APAcitat.pdf - www.apastyle.org/previoustips.html

General note about plagiarism:According to the American Heritage Dictionary (1996), to plagiarize is to: “use and pass of the ideas or writings of another as your own.” (The American Heritage Dictionary, 1996) In


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http://www.apastyle.org/previoustips.html

http://www.lib.ucon.edu/find/guides/APAcitat.pdf

http://www.psychwww.com/resource/apacrib.htm

other words, plagiarism involves both stealing someone else’s work or ideas and not giving that person the proper credit (American Psychological Association Manual [APA], 2001).Students who choose to plagiarize risk receiving a failing grade for the course, may be assigned remediation tasks and may be removed from the program at the discretion of the Department of Counseling and Family Therapy faculty and per university policy.

Statement on Discrimination and Harassment:Central Connecticut State University strives to maintain our campus as a place of work and study for faculty, staff, and students that is free of all forms of prohibited discrimination and harassment based upon age; ancestry, color; gender identity and expression; intellectual disability; learning disability; mental disorder; physical disability; marital status, national origin; race; religious creed; sex, (including pregnancy, transgender status, sexual harassment and sexual assault); sexual orientation; or any other status protected by federal or state laws. Any student who has concerns should contact the Office of Diversity and Equity (ODE) at 860-832-165, Student Affairs at 860-832-1601, or his/her faculty member. The ODE is located on the main floor of Davidson Hall, Room 102.

Sexual Misconduct, Intimate Partner Violence and Stalking:Central Connecticut State University (CCSU) will not tolerate sexual misconduct against students, staff, faculty, or visitors in any form, including but not limited to: sexual assault, sexual exploitation, sexual harassment or stalking, as defined by CCSU policies. For a additional information, please consult the CCSU policies at http://www.ccsu.edu/page.cfm?p=1333. All faculty members and staff have a duty to report incidents of sexual harassment including sexual violence to Rosa Rodriguez, Title IX Officer, Office of Diversity and Equity, Davidson Hall, 102.

To file a report contact: Diversity and Equity (860-832-1652); Student Affairs (860-832-1601); Student Conduce (860-832-1667) or the University Police (860-832-2375).

For support and advocacy contact: Student Wellness Services at 860-832-1945 (confidential), the Women’s Center at 860-832-1655, the local YWCA’s Sexual Assault Crisis Services Hotline at 860-223-1787 (confidential) and Prudence Crandall Center for Domestic Violence (confidential) at 888-774-2900 (24-hour hotline).


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http://www.ccsu.edu/page.cfm?p=1333

http://www.ccsu.edu/page.cfm?p=1333

CNSL 520 Class Schedule for Fall 2017: Schedule subject to change.

Dates Topic(s) Readings In Class Activities Assignments Due

Week 1 What is school counseling?

Meiklejohn et al., 2012

-Introductions-Review syllabus-Active reading strategies

Week 2 What issues, trends and events that have shaped school counseling? What counseling theories are most important in school counseling?

Dahir & Stone Chp 1 & 2;ASCA National Model – pp 41-87

Pair share about readings;Classroom Guidance Lesson Example

Junior achievement presentation

Personal profile card;School Counselor success plan;Join ASCAwww.schoolcounselor.org(69$); and CSCA csca.wildapricot.org(30$)

Week 3 What is the role of the school counselor in schools? What is the Achievement Gap? The Opportunity Gap?

Dahir & Stone Chp 3 & 4;ASCA Mindsets and Behaviors

Pair share about readings;Select topic for Classroom Guidance Unit;Strategic plan for a school

ClassroomGuidance Unit (CGU) Topic Selection

Week 4 How do I locate current school counseling literature?How do school counselors serve as advocates?

Dahir & Stone Chapter 5;ASCA National Model – pp x-20Library visit

Meet in 2nd floor library classroom for research lesson(4:30-5:30). Remainder of class will take place there as well.

Week 5 What are the ethical guidelines for school counselors’ professional behavior and decision-making?

Dahir & Stone Chapter 6;ASCA National Model – pp 30-40

Pair share about readingsEthics case study

Reflection Paper due

Week 6 Who do school counselors serve?How do we support ALL students?

Dahir & StoneChp 9 & 10;Goodman-Scott, 2013

Pair share about readings

Ethical Discussion board posts dueWork on CGU

Week 7 What techniques and strategies are needed to address student needs?

Dahir & Stone Chp 12 & 13

Resource MappingTime to work in CGU

Classroom Guidance Literature Review Chart Due

Week 8(on-line mtg or attend Expo)

How do school counselors positively impact school climate?

Dahir & StoneChapter 11;Cowan, et al., 2013


Guidance ExpoWestchester County CenterWhite Plains, NY

CREC Conference optional


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https://csca.wildapricot.org/

http://www.school/

Mindfulness in SchoolsWeek 9 What is a

comprehensive school counseling program?How do school counselors respond to state mandates?

Dahir & StoneChapter 7;ASCA National Model – pp 21-29;Duval County Comprehensive Plan

Pair share about readings;Needs Assessment Activity;Time to work in Classroom Guidance Unit

Work on CGU

Week 10 How do school counselors demonstrate accountability?

Dahir & StoneChapter 8;ASCA National Model – pp 100-124;147-148

Pair share about readings;Using DATA activity

Work on CGU

Week 11 What is the day-to-day life of school counselor like?

Walsh, Barrett, & De Paul, 2007; Summerlin & Littrell, 2011

Pair share about readings; Speakers

School Counselor Interview Due

Week 12 How do I work effectively with my administrators?

Dollarhide, et al., 2007


Work on CGU

Week 13 What makes students college and career ready?

Dahir & Stone Chp 14; Lapan, Whitcomb & Aleman, 2012ASCA Mindsets and Behaviors


Article Review Due

Week 14 What do quality guidance units look like?

ClassroomGuidance lessonsGroups 1-4

Provide feedback to peers

Classroom Guidance Unit Due

Week 15 What do quality guidance units look like?

Classroom Guidance lessonsGroups 5-8

Provide feedback to peersClass wrap upPOTLUCK

Potential Guidance Unit Topics:Topic Grade Levels (select only one level or grade)Emotional Regulation Elementary, Middle, & High SchoolFriendship Elementary, Middle, & High SchoolMotivating for Academic Success Elementary, Middle, & High SchoolConflict Resolution Elementary, Middle, & High SchoolExecutive Functioning Elementary, Middle, & High SchoolAddressing Bullying Behavior Elementary, Middle, & High SchoolTHINK before you post/CYBERBULLYING Middle & High SchoolTest taking strategies Middle & High SchoolCollege readiness Elementary, Middle, & High SchoolCommunication styles Middle & High SchoolWhat do you want to be when you grow up? Elementary, Middle, & High SchoolImproving overall wellness Elementary, Middle, & High SchoolPreparing for a successful high school transition Middle School


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ACTIVE READING STRATEGY HANDOUT (a suggestion)

Reading:Date:

Please complete and bring to each class meeting to begin our discussion:


3 “Big Ideas” from this reading:

1.

2.

3.

Other

3 things I will likely employ in my future practice as a school counselor from this reading:

1.

2.

3.

3 Questions I have after reading:1.

2.

3.

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Rubric for School Counselor Interview

200 pts Developing (20-35 pts)

Meets Expectations (36-40 pts)

Exceeds Expectations(41-50 pts)

Message(50 pts)

Interview requires revision to summarize school counselor’s experiences. Some research of school prior to interview is evident.

Interview summarizes school counselor’s experiences. Some research of school prior to interview is evident and included in paper.

Interview clearly summarizes school counselor’s experiences. Thorough research of school prior to interview is evident and included in paper.

Clarity(50 pts)

Some statements are written in clear and concise language. There is not an over reliance on jargon to develop ideas.

Most statements are written in clear and concise language. There is not an over reliance on jargon to develop ideas.

All statements are written in clear and concise language. There is not an over reliance on jargon to develop ideas.

Grammar(50 pts)

Some statements are written with correct grammar and punctuation.

Most statements are written with correct grammar and punctuation.

All statements are written with correct grammar and punctuation.

Organization(50 pts)

Paper needs revision to be better organized and to conform to APA guidelines.

Paper is somewhat organized. Most sections conform to APA guidelines.

Paper is well organized and easy to follow. Conforms to APA guidelines. Paragraphs are organized and include an introduction and a conclusion.

Total

Tasks:

1. Arrange interview with a school counselor.2. Shadow school counselor for 2-3 hours (if possible).3. Research school data on department of education website.4. Generate list of questions.5. Conduct interview.6. Write up interview including school data, questions responses (in paragraph

form) and list of interview questions.7. Use APA style (headings, proper citations, list of references, etc.).

Rubric for Reflection Paper


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100 pts Developing (>18 pts)



Message(25 pts)

Personal reflection includes needs revision to demonstrate insight into academic, social, and career development. Includes limited discussion of anticipated challenges and rewards of career in school counseling.

Personal reflection includes insight into academic, social, and career development. Includes discussion of anticipated challenges and rewards of career in school counseling.

Personal reflection includes clear insight into academic, social, and career development. Includes in depth discussion of anticipated challenges and rewards of career in school counseling.

Clarity(25 pts)

Some statements are written in clear and concise language. There is not an over reliance on jargon to develop ideas.

Most statements are written in clear and concise language. There is not an over reliance on jargon to develop ideas.

All statements are written in clear and concise language. There is not an over reliance on jargon to develop ideas.

Grammar(25 pts)





Paper needs revision to be better organized.

Paper is somewhat organized.

Paper is well organized and easy to follow. Paragraphs are organized and include an introduction and a conclusion.

Total


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Rubric for Classroom Guidance Literature Review Chart

100 pts Developing (10-15 pts)



Content(25 pts)

Some questions are answered about 2-3 peer reviewed journal articles. Some journal articles relate to the classroom guidance topic.

Most questions are answered about four peer reviewed journal articles. Most journal articles relate to the classroom guidance topic.

All four questions are answered about four peer reviewed journal articles. All journal articles clearly relate to the classroom guidance topic.

Clarity(25 pts)

Some statements are written in clear and concise language.

Most statements are written in clear and concise language.

All statements are written in clear and concise language.

Grammar(25 pts)





Literature review chart needs revision to be better organized.

Literature review chart is somewhat organized.

Literature review is well organized and easy to follow. Bullet points are organized and easy to read.

Total

Questions about each article (from syllabus):

1. Does this article contain quantitative research (does it contain data) or qualitative research (shared accounts)? Heading: Type of research

2. What evidence is there to suggest that the techniques and ideas described in this article are effective? Heading: Findings

3. Please describe the most salient aspects of the article selected. Heading: Most salient points

4. Please list, in a bulleted format, the specific activities you will include in your classroom guidance unit based on what you read in this article.Heading: Informing this core classroom guidance unit

Rubric for Classroom Guidance Unit


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200 pts Developing Meets Expectations Exceeds Expectations

Introduction and Rationale(30 pts)

Introduction and rationale for classroom guidance unit need clarification and development.

Introduction and rationale for classroom guidance unit are somewhat defined and well developed.

Introduction and rationale for classroom guidance unit are clearly defined and well developed.

Guidance lessons(50 pts)

4-5 Guidance lessons are included. Some lessons are clearly stated using the format provided on page 5 of the syllabus.

4-5 Guidance lessons are included. Most lessons are clearly stated using the format provided on page 5 of the syllabus.

4-5 Guidance lessons are included and follow a logical sequence. Each lesson is clearly stated using the format provided on page 5 of the syllabus.

Parent Letter(10 pts)

Parent letter requires revisions to adequately inform parents about the goals and content of the CGU.

Parent letter is somewhat well written and concise. It informs parents about the goals and content of the CGU.

Parent letter is well written and concise. It informs parents about the goals and content of the CGU.

Unit Pre and Post Assessments(10 pts)

Pre-unit and post-unit assessments are not included.

Pre-unit and post-unit assessments are included in order to gauge student learning.

Brief, easy to use pre-unit and post-unit assessments are included in order to gauge student learning.

Presentation(100 pts)

Presentation of lesson lacks clarity and is difficult to follow. Presenter engages with students in a limited manner.

Presentation of lesson is somewhat clear and easy to follow. Presenter engages with students during lesson.

Presentation of lesson is clear and easy to follow. Presenter engages well with students and shows enthusiasm during lesson.

TotalTasks:In a binder please provide:

1. A clean copy of your literature review.2. An introduction to your Classroom Guidance Unit (2-3 paragraphs). This should describe

your topic including relevant definitions.3. A rationale for your Classroom Guidance Unit (2-3 paragraphs). This should describe the

data that indicated why this topic was essential to cover at this time with this group of students.

4. A parent letter describing the goals and content of the course.5. 4-5 Guidance Lessons using the format on Page 5 of the syllabus. Include any student

handouts that are necessary for your lessons.6. Pre and Post-Unit Assessments. (Note individual assessments for each lesson are not

necessary).


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Documents

Web viewExplore the multiple and transformative roles of a school counselor working at an elementary, middle or high school level