SYLLABUS
MANAGING DEVELOPMENTAL SCHOOL PROGRAMS – COUN 530
Summer 2008
ED 530 2 credits Instructor: Mary L. Ensley, L.P.C., G.P.C.
June 9 – July 9 Mon. and Wed.: 5 – 9 p.m. Office: Director of Student Advocacy Programs
Nampa School District #131
Room: ED 318 619 South Canyon
Nampa, ID 83686
Office Hours: By Appointment Office Phone: 208-468-4600 Ext. 1062
Home Phone: 208-459-9726
e-mail: mensley@nsd131.org
Resources: (Text materials required for each student):
Required Textbooks:
1. Bowers, J. L., & Hatch, P. A. 2003. ASCA national model for school counseling programs. (2nd ed.) Alexandria, VA: American School Counseling Association.
2. Dollarhide, C. T., & Saginak, K. A. 2008. Comprehensive school counseling programs: K-12 delivery systems in action. Boston, MA: Pearson Education, Inc.
3. Access to MyHelpingLab at www.MyHelpingLab.com
4. Access to research materials: Internet, professional journals and professional publications.
5. Topical handouts prepared by instructor.
COURSE DESCRIPTION:
Students will acquire knowledge and skills that are needed for providing effective leadership in developing school counseling programs that are standards-based, data driven, comprehensive, and grounded in principles of human growth and development. This includes work with five phases of program development: determining needs, planning, designing, implementing and evaluating. The course is designed to acquaint students with the ASCA National Model for School Counseling Programs and initiatives for transforming school counseling programs.
COURSE GOALS AND OUTCOME STATEMENTS:
Having successfully completed this course, the student will be able to accept a position in a K-12 school counseling practice with the skills and knowledge needed to design, implement and evaluate a counseling program, by means of the following professional practice standards:
1. Use of research-based school counseling program models that align with the ASCA Model for School
Counseling Programs;
2. Use of counseling standards for students to inform the development of an effective, accountable school counseling program; and
3. Use of organizational procedures and techniques that support effective school counseling program management.
PERFORMANCE EXPECTATIONS:
Research and Information: By means of course assignments, class presentations and independent research, the student will prepare an original counseling unit and management plan applicable to comprehensive school counseling program development.
Concept Comprehension: The student’s participation in class discussions will assess the student’s understanding of text and lecture content, as will artifact components of an original, student-developed portfolio.
Practical Application: Class sessions will include typical scenarios for discussion in which the student must apply program management and organization skills. Interactive group activities will be used to apply information from text and lecture content.
Attendance and Participation: Wise students will avoid missing class; participation is an opportunity to gain additional insight into concepts and to share ideas. Cell phones are to be left off during class time.
INSTRUCTIONAL TECHNIQUES: A variety of instructional methods will be used in this course including lecture, student self-discovery, group activities and interaction, class discussion, and problem exploration/resolution.
OUTSIDE EXPECTATIONS: Students are expected to complete all assigned work, including sufficient research to prepare the required portfolio. Time involvement depends upon the pace of the individual student. All work is expected to be original or specifically cited by source.
CACREP STANDARDS ADDRESSED:
A. Foundations of School Counseling:
1. history, philosophy, and current trends in school counseling and educational systems
2. relationship of the school counseling program to the academic and student services program n the school
3. role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school
4. strategies of leadership designed to enhance the learning environment of schools
5. knowledge of the school setting, environment, and pre-K-12 curriculum
6. current issues, policies, laws, and legislation relevant to school counseling
8. knowledge and understanding of community, environmental and institutional opportunities that enhance, as well as barriers that impede student academic, career, personal/social success and overall development
9. ethical and legal considerations related specifically to the practice of school counseling (e.g., the ACA Code of Ethics and
the ASCA Ethical Standards for School Counselors)
B. Contextual Dimensions of School Counseling
1. advocacy for all students and for effective school counseling programs
3. integration of the school counseling program into the total school curriculum by systematically providing information and
skills training to assist pre-K-12 students in maximizing their academic, career, and personal/social development
4. promotion of the use of counseling and guidance activities and programs by the total school community to enhance a
positive school climate
5. methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents
and the community
6. methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling
programs
C. Knowledge and Skill Requirements for School Counselor
1. Program Development, Implementation and Evaluation
a. use, management, analysis, and presentation of data from school-based information (e.g. standardized testing,
grades, enrollment, attendance, retention, placement), surveys, interviews, focus groups, and needs assessments
to improve student outcomes
b. design, implementation, monitoring, and evaluation of comprehensive developmental school counseling
programs (e.g., the ASCA National Standards for School Counseling Programs) including an awareness of
various systems that affect students, school, and home
c. implementation and evaluation of specific strategies that meet program goals and objectives
2. Counseling and Guidance
d. knowledge and skills in conducting programs that are designed to enhance students’ academic, social, emotional,
career and other developmental needs
COURSE BIBLIOGRAPHY.
Brooks-McNamara, V., & Torres, D. (2008) The reflective school counselor’s guide to practitioner research. Thousand Oaks, CA:
Corwin Press
Burnham, J. J., & Jackson, C. M. 2000. School counselor roles: Discrepancies between actual practice and
existing models. Professional School Counseling 4:41-49
Dahir, C. A. (2001). The national standards for school counseling programs: Development and implementation. Professional School Counseling. 4:320-327.
Foster, L. H., Young, J. L., & Hermann, M. 2005. The work activities of professional school counselors: Are the
national standards being addressed? Professional School Counseling 8: 313-321.
Green, A., & Keys, S. 2001. Expanding the school counseling paradigm: Meeting the needs of the 21st
century student. Professional School Counseling 5: 84-95.
Gysbers, N.C. 2005. Closing the implementation gap. ASCA School Counselor 43:36-41.
Idaho Department of Education. 2000. Idaho comprehensive guidance and counseling program model. Boise, ID: Author.
Johnson, R. 2002. Using data to close the achievement gap. (2nd ed). Thousand Oaks, CA: Corwin Press., Inc.
Reeves, D. B. 1998. Making standards work. (2nd ed.) Denver, CO: Center for Performance Assessment.
Scheel, M. J., & Gonzales, J. 2007. An investigation of a model of academic motivation for school counseling. Professional School Counseling 1:49-56.
Schmidt, J. J. 2008. Counseling in schools. (5th ed.) Boston, MA: Pearson Education, Inc.
Sealander, K. A., Schwiebert, V. L., Oren, T. A., & Weekley, J. L. 1999. Confidentiality and the law. Professional School
Counseling,3:122-127.
Squires, D. A. (2005). Aligning and balancing the standards-based curriculum. Thousand Oaks, CA: Corwin Press.
Street, S., Bauman, S., & Smith, J. 2007. Professional school counselors and the practice of group work. Professional School
Counseling 11:72-80.
Wiggins, G., & McTighe. 1998. Understanding by design. Upper Saddle River, NJ: Merrill Prentice Hall.
COURSE EVALUATION:
TOTAL POINTS AVAILABLE: 555
Your grade will be A @ 93% minimum 442 – 475 points
Your grade will be B @ 85% minimum 404 - 441 points
Your grade will be C @ 75% minimum 356 - 404 points
Pre-class Assignment:
Complete Artifact 1a (p. 7) to turn in. (Manuscript format: 12 font, 1” margins, double spaced, black ink.)
SESSION 1 (June 9, 2008)
Discussion Topics:
Course overview
School counseling and education philosophies
Review the evolution of school counseling program models
The purposes of a school counseling program model
The effective schools movement
Assignment for Next Session:
Read text, chapters 3 and 4
Read ASCA, pp. 131 – 141 (program audit) and pages 150 – 152.
SESSION 2 (June 11, 2008)
Discussion Topics:
School counseling as a professional “specialty”
In the beginning . . . approaches to a school-based counseling practice
Using the ASCA program audit to inform counseling program development
Using data and demographics to inform program development
Resources for Artifact 2
Assignment:
Read text, chapters 5 and 6
Read ASCA pages 27 – 37, 49 – 51.
SESSION 3 (June 16, 2008)
Developing a school counseling program: the foundations
Program models
Using assessment tools
Closing the “gaps”
Program accountability
Assignment:
Read Text, Chapters 7 and 8
Read ASCA pp. 39-48
Go on-line to the National Center for Transforming School Counseling at the Ed. Trust http://www2.edtrust.org/edtrust/Transforming+School+Counseling/main Read pages under these three headings (tabs at left) home, principles, mission/history.
SESSION 4 (June 18, 2008)
Discussion Topics:
Program delivery systems
Developing curriculum units and lesson plans
Assignment:
Read text, chapters 9 and 10
ASCA pp. 52 - 66
SESSION 5 (June 23, 2008)
Discussion Topics:
Developing collaborative relationships with colleagues for program development
Processes of team building
Assignment:
Read text, chapters 11, 12, and 13.
Prepare and bring to class the following information: grade, top, and delivery system for intended curriculum unit AND be able to show
how this unit will address data-indicated needs or “gaps: for students, as well as any resources you might have found to help develop the
unit.
SESSION 6 (June 25, 2008))
Workshop Session:
Class time will be spent in curriculum unit development with instructor assistance. Outcome: each student should have an outline of
the unit, including the articulation of main unit parts.
Assignment:
Read text, chapters 14, and 16.
SESSION 7 (July 2, 2008)
Discussion Topics:
Case studies and the use of individual counseling plans
“Dissecting” cases to determine appropriate interventions
Determining appropriate referral sources within a school district
IDEA and Section 504 requirements
Differentiate between various aspects of “remediation”
Protocols for making community-based referrals
School policies and regulations
Assignment:
Read text, chapter 15.
ASCA pages 67-74 (Implementation)
SESSION 8 (July 7, 2008)
Discussion Topics:
Program management: practical tools
Leadership within the school community
Building partnerships
Professional development planning
“Chain of Command”
SESSION 9 (July 9, 2008)
Discussion Topics:
Individual portfolio highlights (oral presentations) (Format is given below)
Completed portfolio (total) must be turned in
BSU Evaluation
Self-Jury of Portfolio
Briefly address the following points:
What seem to be the challenges a counselor would face in working with your selected district?
Discuss how you selected specific data to form your counseling curriculum unit.
Briefly describe the curriculum unit you developed, noting what you believe to be the strongest aspects.
Which of the 6 portfolio artifacts was most challenging and why?
REQUIRED PORTFOLIO ARTIFACTS
Develop an original portfolio which includes each of the artifacts described below. Each reference source or other information used directly, indirectly, or implied from other than an original source be accurately cited. There are no requirements as to maximum or minimum page or word numbers, unless noted. The student should develop and present each artifact in a professional manner, placed a ring binder (1/2” to 1”) without page protectors.
Artifact 1: (20)
1:a Pre-course Reflection: From past experiences and information gleaned (broadly), describe your perceived role of a school
counselor in an elementary school, a middle school and a high school. Due Date: June 9 as pre-assignment.
1:b Post-course Reflection: Please provide additions or amendments to the above reflection based on information provided
within the course. Add these reflections as additional paragraphs to part 1:a. Due date: July 9, 2008.
Artifact 2: (80)
2:a Collect data from one of the following school districts (27), which will form the basis of this Portfolio: American Falls, Blackfoot, Boundary County, Buhl, Cascade, Coeur d’ Alene, Cottonwood, Filer, Genesee, Glenns Ferry, Gooding, Grangeville, Jerome, Kamiah, Kellogg, Lapwai, Lewiston, Marsh Valley, Moscow, Murtaugh, Orofino, Post Falls, Salmon, Shoshone, Sugar-Salem, and Wendell. (Choice is to be unduplicated within the class.) Find information in each of the following required categories; document the exact source of this information. Data must be current (2004, 2005, or 2006). This will for the basis for all other components. Due June 16 , 2008.
1) geographical location of the district
2) population of the school district
3) ethnicity by percentage of school population
4) socio-economic data by Title I eligibility
5) percentage of limited English proficiency students
6) percentage of special education students
7) Annual Yearly Progress (AYP) reports
8) Information about the school counseling program in any of the district’s buildings, if available.
2:b Write a summative reflection paper describing s school district demographics that could inform the development of a
comprehensive school counseling program. Consider both strengths and limitations found in the research (Artifact 2). These will present “gaps” to be considered in program development. (3page limit, double spaced.) Due June 16, 2008.
Artifact 3: (25 )
Considering the various school counseling philosophies, write out your personal philosophy of school counseling, and explain how this philosophy will help your work in your designated district, or how it might be “stretched” in this district. Limit your response to 1 double-spaced page. Due June 18, 2008.
Artifact 4: (125)
5:a Compare these 4 counseling program models: Essential Services, Developmental Guidance and Counseling, Results-based, and Domains/Activities/Partners. Use these descriptors for each: (1) core philosophical tenets, (2) key components or emphases, (3) strengths, (4) limitations, and (5) alignment with the ASCA model.
5:b Based on the 4 sample models, develop your ideal school counseling model. Include all 5 descriptors.
Suggested format: Table. June 23, 2008.
Artifact 5: (25)
As a new elementary, middle school or high school (your choice) counselor in your selected school district, your school administrator has asked you to present a ½ hour in-service training mini-workshop at a faculty meeting briefly outlining your counseling program. (This is not about the counselor’s qualifications!) Write an outline of what you will include in the presentation. Due June 25, 2008.
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Artifact 8: (160)
Design an age-appropriate developmental guidance curriculum unit for your chosen school and grade that focuses on one of the ASCA competencies in any of the 3 domains. The unit should have 4 lessons that would be presented weekly. Each lesson should address 1 or more indicators associated with the selected competency. (See text, chapter 8, and class notes.) Due July 7, 2008
Artifact 7: (15 )
Using the materials you presented in Artifacts 2, 3, 5, 6, and 7, develop a sample one week calendar of your schedule that would help you organize your time, and achieve the tasks/activities you had planned. Due July 9, 2008.
Artifact 6: (25 )
School counselors should use a “counseling plan” for work with individual students. Using the case study of Ty (text, chapter 4) write a counseling plan for Ty that includes consultation with other faculty members and his mother. The counseling plan addresses the work of Ty, not the work of the counselor. (Reference: class notes and hand outs). Due July 9 , 2008.