NSU- Career Development & College Planning Syllabus

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


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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.

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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

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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

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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

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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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13/30

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 *

&1


14/30

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

/


eek / module

(iscussion oard & due 6uly &/

ee+ >

6ul &1

9ssessments

)

"areer "urriculum(evelopment

• "urry: "h , %


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. ;-&'


eek module

ee+ 3

6ul /5

@igh School ""?"ounseling

)

"areer ) "ollege

Aploration

• "urry: "h. &&-&


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 %, ;


eek ; module

(iscussion oard / due 9ug 8

ee+ ;

9ug &'

Transitioning to3iddle School,

@igh School, andPostsecondary

)

Parent2*amily

=nvolvement

• "urry: "h 7, &', &

• Savit>: "h 5


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 &;

&


15/30

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.

&%


16/30

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.

&;


17/30

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/


18/30

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


19/30

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


chapter.

"andidate effectively presented

on the developmental overview


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.


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


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.


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.

&8


20/30



=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


describe data school

counselors should use to

assess the effectiveness

of the ""? curriculum.


data school counselors

should use to assess the

effectiveness of the ""?

curriculum.


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.

/'


21/30



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


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.

/&


22/30



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


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


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.



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.

//


23/30



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


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


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


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



learning. There is a

rationale provided as to

how the assessments align

to the standards of the

lesson or unit.

The candidate selects



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


24/30



=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.


implementation clearly

states what occurred during

instruction. The narrativeincludes a brief description

of how this unit can

promote student

employability and lifelong

learning.


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


provided that the

candidate can develop


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.



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


addressed in the unit.



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


addressed in the unit. 9 matri

is provided that aligns 9S"9Ks

"areer (omain indicators to the

lesson or unit obJectives and

assessments.

/


25/30



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.


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

/%


26/30

Assi%"e"t #:


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


28/30

Assi%"e"t #>: Stude"t C!reer Assesse"t Pro.et

Assignment /8 in (1C2 345 supports the pre)professional development of


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


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


29/30

T2e Fi"!l E(! Ru-ri

%he Final E,am in (1C2 345 supports the pre)professional development of


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


30/30

"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

Documents

NSU- Career Development & College Planning Syllabus