Embed Size (px)
DESCRIPTION
EPCE school counseling orientation for p1_3
Citation preview
Orientation for Counselor Education Students
Evaluation Process for Phase 1, 2, 3 Courses
School Counseling Counselor Education
September 2013
Outline• College of Education Theme• Counselor Education
o Mission Statemento Majors
• MEd Clinical Mental Health Counseling• MEd School Counseling• PhD Counselor Education
• CACREP• Trademark Outcomes• Course Phase (P1, P2, P3)• A & E Assessments• Rubrics• Questions
College of Education Theme: Leading a Revolution in American Education
• COE Theme has 2 major componentso Process
• Transforming Education Preparation• Transforming Educational Research• Transforming Reword System• Transforming Client/University Partnership
o Outcomes• Producing the measurably best educators• Collaborating to foster school /agency effectiveness, maximizing
college and career readiness, health and success• Conducting intervention research that advances a measured
impact
Counselor EducationCounselor Education Mission
Statement• The Counselor Education Program was founded to
prepare professional counselors who are knowledgeable in counseling theories and techniques, who can translate counseling theory into effective counseling practice, who are committed to respecting diversity among people, and who ascribe to the highest of ethical standards and practice.
Counselor Education• Counselor Education has 3 majors
o MEd Clinical Mental Health Counseling (60 semester hours)o MEd School Counseling (48 semester hours)o PhD Counselor Education (91 semester hours minimum)
• Overviewo An overview to the majors in Counselor Education is available at the
below linko http://
www.educ.ttu.edu/academic-programs/psychology-and-leadership/counselor-education/default
Counselor Education• CACREP (Council for the Accreditation of
Counseling and Related Educational Programs)o CACREP is a national accreditation agency o All 3 programs in Counselor Education are accredited by CACREP
• The Counselor Education programs at TTU are the only programs within a 325 mile radius of Lubbock that are nationally accredited
• CACREP accreditation enhances job opportunities (e.g., VA only hires graduates from a CACREP program).
Trademark Outcomes
• Description of a Trademark Outcome o A Trademark Outcome (TO) is a skill that distinguishes the graduate
from other graduates in the counseling profession. That is the TO is a signature product that sets our graduates apart from other graduates in the field.
• Trademark Outcome for School Counseling o Implementation of the American School Counselor Association (ASCA)
National Model.
• Importance of a Trademark Outcome (TO)o Students are “known by” the trademark outcome for it is an outcome
for which they are distinguished as “best” counselorso Students have specific knowledge, skills, and practice to implement
the TO.o Students are skilled and ready to implement the TO upon graduation.
Why Have A Trademark Outcome?
• The trademark outcome (TO) for each graduate program represents a decisive skill that sets our graduates apart from others in the counseling profession.o Performance-ready upon graduationo In-depth knowledge and practical implementation experience throughout the programo You don’t just learn about counseling, you practice and perfect the TO utilizing faculty
guidanceo The chart below lists the implementation of the Trademark Skill for School Counseling
SkillsAssessment/Evaluation
CriteriaProduct Measure of Outcome
Applies effective use of counseling techniques per the “Responsive Services” component of the ASCA National Model.
Use rating scales to evaluate individual counseling techniques and group counseling competencies.
Implement the ASCA National Model, a model whereby school counselors create, implement and evaluate the impact of value-added programs and services responsive to the needs of the school and allstake-holders.www.ascanationalmodel.org
Implementation of ASCA National Model brought about positive outcomes for clients.
Document an increase in the use of school counseling-related services,whereby the counselor’s log documents an increase in students seeking counseling services. Web analytics forcounselor’s website
Demonstrates effective interaction skills to stakeholders in schools and disseminates information to stakeholders in schools while implementing components of the ASCA National Model.
Use rating scale to evaluate and maintain focus on student success and measure essential therapeutic skills.
Course Phases: P1, P2, P3
•A Phase 1 (P1) Phase 1 courses are mainly provided in a classroom setting (some courses are face-to-face, some courses are online and others are hybrid). A major purpose of these courses is to provide basic information about counseling. Specifically, these courses provide the basic knowledge and skills for these (P1) as well as future counseling courses (P2 and P3).
•A Phase 2 (P2) Phase 2 courses are designed to allow the student to implement counseling knowledge and skills into counseling practice. The counseling practice occurs in a classroom setting under the direct supervision of a faculty member. Essentially, these courses provide assimilated practice in a structured setting with direct supervision.
•A Phase 3 (P3) Phase 3 (P3) courses allow the student to integrate information (e.g., content, theory, role-plays) from the P1 and P2 courses and implement this into actual counseling practice. These courses focus on actual counseling practice at practicum and internship sties. Each Phase 3 course requires that a specific number of clock hours be spent at a practicum or internship site conducting counseling.
•A more complete description of the P1, P2, P3 courses is found in Appendix A. Appendix A presents a sequence of the courses in the School Counseling Program.
Apply and Evaluate (A & E) Assessments• What are A & E Assessments?
o Each Counselor Education class has an A & E Assessment. Thus A & E assessments are specific for each course.
• Why are A & E Assessments Important?o A & E Assessments not only provide specific assessments for a course,
but in addition these assessments help the faculty to assess progress toward the mastery of the Trademark Outcome (TO). In addition, A & E Assessments provide opportunities for faculty to determine when students are ready to move to the next phase (move from P1 to P2 to P3 courses). In instances when students need additional training/practice, a remediation plan is implemented. Information about the A & E assessment for each course is provided in the course syllabus. Often a rubric(s) is included to document the student’s progress. Information about the rubric to be implemented in the course and how the rubric will be scored is described on the course outline.
Rubric• Using a 5-point scale (5=high) rubrics will be
used to evaluate student progress on:o A & E Assignmentso End of Phase Assessments
• The rubric(s) is included with the course syllabus. Information about the courses in which rubrics will be implemented is available in Appendix B.
Questions?• Please feel free to ask questions about the previous information. You may contact our
Business Manager LJ Gould at 806-834-4224 or [email protected]. If you have questions about a specific course, it is usually best that if you have a question about a specific course to refer your question to the professor teaching the course. The Counselor Education faculty are listed below (alphabetical order).
Faculty• Loretta J. Bradley- Paul Whitfield Horn Professor
806-834-1031, [email protected]
• Charles Crews- Associate Professor806-834-4149, [email protected]
• Janet Froeschle- Associate Professor806-834-3611, [email protected]
• Bret Hendricks- Associate Professor806-834-1744, [email protected]
• Aretha Marbley- Professor806-834-5541, [email protected]
• Gerald Parr- Professor806-834-2756, [email protected]
Adjunct Faculty• LJ Gould 806-834-4224, [email protected] • Rachelle Ritter, [email protected] • Heather West, [email protected]
