Administration of Effective School Counseling Programs SC 611

Course Description

This course is designed to increase the student’s knowledge and skills of effective leadership and direction of K-12 school guidance counseling programs. The focus of this course will be on the designing, developing, implementing and evaluating a contemporary school counseling program. This course is a foundational course to prepare school counselors as leaders who strengthen elementary, middle and secondary education and serve as effective change agents in a multicultural environment. Emphasis is placed upon the role of the counselor as an advocate for student success in school and life. Integrating technology into the leadership role will be incorporated throughout the course.

Objectives-CACREP 2009 standards

Identify and explore the history and philosophy of current models as well new paradigms of school counseling and guidance including school reform initiatives initiated from state and national rules/guidelines.(CACREP A.1. A.2. B.1. C.1. D.1. D.3. E.1. E.3. F.3.)
Identify critical features along with the strengths and limitations of the major national models (Comprehensive Developmental Counseling, ASCA National Standards and Nation Model, Education Trust Transforming School Counseling Model), major state models, and cutting-edge district models for organizing effective school counseling program organization. (CACREP A.3. A.4. A.5. B.2. I. 2. J.1. O.3. P.1.)
Analyze the variety of roles and functions performed by counselors within schools and develop a personal plan for the leadership and advocacy roles including the characteristics of effective schools, the critical features of school climate/culture that promote student learning and achievement, and approaches to designing, implementing and leading an effective school-based counseling program. (CACREP A.3. A.6. B.1. B.2. C.5. C.6. D.2. D.3. D.4. E.1. E.4. E.4. f.1. F.3. G.1. G.3. H.2. H.3.)
Explore and analyze the role of the school counselor as an agent of change in the leadership role in order to initiate, manage and sustain school change. (CACREP A.6. B.2. C.5. C.6. D.1. D.3. D.4. E.2. F.2. G.3. H2. H.5. I.3. I.5. J.2. J.3. K.1. K.2. L.1. L.3. M.9. N.3. O.2. O.4. )
Describe the skills necessary to implement a systems change approach to planning, developing, delivering and evaluating a school-wide/grade-level change initiative involving students, staff, parents and community members. (CACREP A.2. A.3. A.6. B.1. B.2. C.2. C.5. D.1. E.2. E.3. F.2. F.3. G.3. H.1.H.3. H.5. I.3. I.4. I.5., J.1. J.2. J.3. K.1. K2. K.3. L.1. L.2. L.4. M. 1-9. N.1-5. )
Research methods to obtain and track data for use in monitoring school change projects that measure needs, assess school culture and climate, measure student outcomes in academic, career/vocational and social/personal domains, and to use these measures in setting standards, goals and benchmarks. (CACREP A.6. B.2. C.2. C.4. D.3. E.1. E.2. E.4. F.3. F.4. I.3. J.2. J.3. K.3. L.2. L.3.)
Examine how the issues of student and family cultural, linguistic, economic, diversity and disability effect family-school relationships and school guidance and counseling program development. (CACREpA.2. B.1. b.2. C.3. C.5. D.2. D.3. E.1. E.2. E.4. F.1. F.3. F.4. M.1. M.2. M.3. M.4. M.7. M.9. N.1. N.2. N.3.. N.4. N.5.)
Identify “exceptional” populations and child study teams and their effect on the management role of a school counselor. (CACREP A.1.A.2. A.3. A.6. B.1. C.3. D.1. D.2. D.3.E.1. E.2. E.4. F.1. F.2. F.4. G.1. G.3. H.1. H.2. H.4. H.5. J.1. J.2. K.2. K.3. L.2. L.3. M.7. N.1.. N3. O.5. P.2. )
Summarize the practical organizational, budgetary and time management strategies in guidance program development and implementation and analyze the connection between these administrative functions and student outcomes. (CACREP A.3. A.5. A.7. B.2. C.2. C.4. C.6. D.3. D.4. E.2. E.3. F.2. F.3. H.3. H.5. I.1—5. J.1-3. O.1-4. P. 1-2.)
Create a portfolio of services and strategies of implementation for career and educational planning/student appraisal/violence prevention and social skills development/school crisis interventions. (CACREP A.6. B.2. C.2. C.3. C.4. C.5. D.2. E.2. F.2. F.3. G.1. G.2. G.3. H.2. H.3. H.4. H.5. I.3. O.2. O.3. O.4. P.1. P.2.)
Develop skills for implementing practical applications of technology used in school guidance programs to enrich student services, promote accurate and effective decision-making, and enrich overall communication skills. (CACREP A.6. B.2. C.2. C.3. C.4. C.5. D.2. E.2. F.2. F.3. G.1. G.2. G.3. H.2. H.3. H.4. H.5. I.3. O.2. O.3. O.4. P.1. P.2.)
Compile literature of research based practices that facilitate academic and social/emotional development and are sensitive to individual differences. (CACREP I.1-5. J.1-3.)
Explore and explain the legal and ethical responsibilities related to the consultation process and working with a pluralistic population of students, families, school personnel and the community as a whole. (CACREP A.2. B.1. E.1. E.2. F.4.)

Time Requirements

This course will be offered over a 15-week period and is a 45 hour 3 credit graduate course. Modules will be completed one per week.

Hardware and Computer Skill Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc..

Curriculum Design

This course will emphasize the connection between the role of the school counselor and the role as manager and organizer of effective school-wide counseling activities for children and adolescents. Students will be involved in a variety of tasks for completion of course requirements: readings, reports on readings, exams, journal and reflection entries, projects related to real world learning environments, development of instructional counseling strategies for specific content areas, and practice in the school setting. Participants model appropriate assessment concepts to educational scenarios in each module. This is an online forty-five hour, three credit graduate level course completed over a fifteen-week period.

Course Materials

The required text:

Designing and Leading Comprehensive School Counseling Programs: Promoting Student Competence and Meeting Student Needs ( 2005), by Duane Brown and Jerry Trusty.

Online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Student Performance Requirements:

Students will complete assigned readings, written assignments, applications/practice/direct observations in the educational setting and forum postings (as required) in each module. Students will complete tests and special projects as listed in the module content.

Session Outline

Module 1:

Objectives:

The student will discuss the historical models for developing a comprehensive school counseling program.
The student will explore the current models trends in developing a comprehensive school counseling program.
The student will investigate the effects of high-stakes testing on closing the achievement gap in school settings

Module 2: The Comprehensive School Counseling Program and Multicultural Influences.

Objectives:

Analyze he effects of a diverse society on the role of school counselor.
Evaluate the ASCA National Standards for necessary counseling competencies to assess students’ academic, career, and social development.
Explore personal interaction with the elements for multicultural counseling skills.
Develop consultation skills to assist in the development of positive working relationships for students, school personnel, and community.

Module 3:

Objectives:

Review four models of a comprehensive school counseling program and compare/contrast to current educational setting.
Examine four approaches for effective planned change including needs assessment development for students, parents, school personnel and community members
Compare and contrast prescriptive and strategic models for comprehensive school counseling programs.

Module 4: School Counselor in a Leadership Role

Objectives:

Research the role of a school counselor in a school setting and compare to prescriptive and nonprescriptive approaches.
Develop a portfolio of activities that a school counselor should incorporate in their responsibilities in a school setting.
Explore the role of a school counselor as it affects others work in a school setting.

Module 5: Research, Data, and Evaluation Plans

Objectives:

The student will explain the differences between research and evaluation of a school counseling program.
The student will compare and contrast the use of quantitative and qualitative evaluation models.
The student will create a plan to use data and evaluations to develop recommendations for model development of a school counseling program.

Module 6: Stepping into the Leadership Role

Objectives:

The student will analyze four different approaches to leadership and review the sources of power and influence for each.
Define the role of a school counselor as a manager, leader, advocate and coordinator.
Explain the qualities of an effective leader and compare to a leader in your school setting.

Module 7: Skills of an Effective Program Leader

Objectives:

The student will examine two models for organizing an administrative hierarch and contrast between line and staff administration.
The student will research decision making models.
The student will compare and contrast types of supervision.
The student will develop an understanding of the leadership skills for budgeting, public relations, and negotiation.

Module 8: The School Counselor as an Advocate

Objectives:

The student will research the role of a school counselor as an advocate.
The student will identify and develop skills to be an effective advocate.
The student will explore different advocacy models for use in working with students, families, school staff and community members.

Module 9: Responsive Services: A Major Component for Program Delivery

Objectives:

The student will explore roles of the counselor in responsive services delivery.
The student will identify the theories, models and intervention in responsive services delivery.
The student will develop a crisis response plan for individuals and a school-wide setting
The student will develop a plan to implement peer facilitation and mediation programs at both the elementary and secondary level.
The student will develop a guide for locating resources at the school, community, state and federal levels.

Module 10: Helping Students Prepare for the Future

Objectives:

The student will explain the importance of long-range academic and career planning.
The student will assess important variables involved in educational and career planning.
The student will examine different methods to collect data to use in educational and career planning.
The student will research guidance curriculum programs and delivery systems.

Module 11: The Future for Comprehensive School Counseling Programs

Objectives:

The student will develop a comprehensive plan for use of technology for curriculum planning, program evaluation, and delivery of counseling services.
The student will research current and future trends in comprehensive school counseling programs.
The student will submit a research paper on their view of the future of comprehensive school counseling program.

Student Requirements

Students will complete weekly written assignments. 25% of grade
Students will complete weekly application to educational setting. 25% of grade.
Students will complete forum postings and responses. 10% of grade
Students will complete special projects and or exams. 40% of grade.

Grading:

100-93	A
92-85	B
84-77	C
76-69
69-

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined in the Teacher Education University catalog and is subject to academic disciplinary action.

References

Online Resources

Special Education

Families and Advocates Partnership for Education (FAPE)

http://www.fape.org/

FAPE Research-Based Practices

http://www.fape.org/research/index.htm

THE FAMILY NETWORK on DISABILITIES of FLORIDA - Family Network on Disabilities ofFlorida, http://www.fndfl.org/

Testing Programs

Florida Department of Education

http://www.fldoe.org/

http://aac.ncat.edu/

http://www.fcatexplorer.com/

http://www.firn.edu/doe/sas/fcat/fcatpub1.htm

http://www.fcar.info/

http://www.ed.gov/print/parents/academic/help/succeed/part9.html

Crisis Interventions

Best Practices of Youth Violence Prevention: A Sourcebook for Community

Action http://www.cdc.gov/ncipc/dvp/bestpractices.htm#Download

Center for the Prevention of School Violence

http://www.juvjus.state.nc.us/cpsv/

Crisis Communications Guide and Toolkit

http://www.nea.org/crisis/

Career and Educational Guidance

Florida Academic Counseling and Tracking for Students

www.FACTS.org

Career Search sources

http://www.facts.org

Occupational Outlook Handbook

http://www.bls.gov/oco/

Occupational Interest Inventories and Occupation Search

http://florida.echoices.com

Work Importance Locator-Job shadowing video

http://www.virtualjobshadow.com/frame/vis_frm.asp?career_id=174

College tour video clips

http://www.campaustours.com

Job Interviews and Resumes

http://www.damngood.com

Education World

http://www.educationworld.com/

Working with low SES students and families

Family Involvement Network of Educators (FINE)

http://www.gse.harvard.edu/hfrp/projects/fine.html

Partnership for Family Involvement

http://www.ncrel.org/sdrs/areas/pa0cont.htm

Florida Department of Education Office of Family and Community Outreach

http://www.firn.edu/doe/family/faminov.htm#Resources

National Coalition for Parent Involvement in Education

http://www.ncpie.org/

National Center for Family and Community Connections with Schools

http://www.sedl.org/pubs/catalog/items/fam33.html

National Center for Family and Community Connections with Schools – research

and resources http://www.sedl.org/connections/resources.html

Academic Achievement

Guidance Curriculum for the Comprehensive School Counseling Program, High

School Academic Development

http://www.dpi.state.nc.us/curriculum/Guidance/idex.html

A New Wave of Evidence: The Impact of School, Family, and Community

Connections on Student Achievement

http://www.sedl.org/pubs/catalog/items/fam33.html

American Student Achievement Institute

http://asai.indstate.edu/default.htm

Study Skills www.how-to-study.com

Mind Tools, Essential skills for an excellent career.

www.mindtools.com

Consulting with parents and teachers

Initiative on Education Excellence for Hispanic Americans

http://www.yesican.gov/

National Coalition for Parent Involvement in Education – 119 resources for

parents

http://www.ncpie.org/Resources/ParentsFamilies.cfm

National Coalition for Parent Involvement in Education – 210 resources for

educators

http://www.ncpie.org/Resources/Educators.cfm

National Coalition for Parent Involvement in Education – by subject

http://www.ncpie.org/Resources/subject.cfm

Teachers and Families Working Together

http://www.teachersandfamilies.com/

Integrating Technology

Education World

http://www.educationworld.com/

SchoolCounselor.com

http://www.schoolcounselor.com/

School wide Program Implementation

Center for School Counseling Outcome Research

http://www.umass.edu/schoolcounseling/

Guidance Curriculum for the Comprehensive School Counseling Program

http://www.dpi.state.nc.us/curriculum/Guidance/index.html

New York State Comprehensive School Counseling Program

http://www.nyssca.org/news.htm

Tips, Strategies and Resources for Counselors and Teachers

http://www.counselorandteachertips.com/

Using Data to Direct School Improvement

http://www.goodschools.gwu.edu/pubs/book/sep02.html

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Cochran, Smith, M. (2004). Teaching for social justice. (pp. 64-82) Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers College Press.

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Testing and Evaluation

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Crisis Prevention and Intervention

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Career Guidance and Education

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Working with culturally different families (low-income and/or ethnically diverse)

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adolescents: The impact of race, culture, and middle class status. Professional

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counselors. Professional School Counseling, 4 (5), 357 – 361.

Academic Achievement

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Cook, J. B. Kaffenberger, C. J. (2003). Solution Shop: A solution-focused counseling and study skills program for middle school. Professional School Counseling, 7 (2), 116 – 123.

Crosswhite, L. & araya. I. (1994). La Lectura y La Habidad Para Estudiar en Casa.Manual Para los Padres. Massachusetts: Curriculum Associates, Inc.

Dahir, C. A. & Stone, C. B. (2003). Accountability: A M.E.A.S.U.R.E of impact school counselors have on student achievement. Professional School Counseling, 6 (3), 214 – 221.

Fitch, T. J. & Marshall, J. L. (2004). What counselors do in high-achieving schools: A study on the role of the school counselor. Professional School Counseling, 7 (3),172 – 177.

Consulting and Collaboration

Bernak, F. (2000). Transforming the role of the counselor to provide leadership in

educational reform through collaboration. Professional School Counseling, 3 (5),

323 –331.

Gayle, P. Epp, L. Bryan, S. (2000). Collaboration among school mental health

professionals: A necessity, not a luxury. Professional School Counseling, 3 (5),

315 – 322.

Mullis, F. & Edwards, D. (2001). Consulting with parents: Applying family systems concepts and techniques. Professional School Counseling, 5 (2), 116 – 123.

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Using and Integrating Technology

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Professional School Counseling, 4 (3), 229 –231.

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Sabella, R. A. & Booker, B. L. (2003). Using Technology to promote your guidance and counseling program among stake holders. Professional School Counseling, 6 (3), 206 – 213.

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School-wide Program Implementation

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(3), 165 – 168.

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Dollarhide, C. T. (2003). School counselors as program leaders: Applying leadership contexts to school counseling. Professional School Counseling, 6 (5), 304 – 308.

Gysbers, N. C. (2001). School guidance and counseling in the 21st century: Remember the past into the future. Professional School Counseling, 5 (2), 96 – 105.

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Paisley, P. O. & McMahon,

H. G. (2001). School counseling for the 21st century: Challenges and opportunities. Professional School Counseling, 5 (2), 106 – 105.

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Organizational and Time Management Techniques

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Strategies for protecting the school counseling duties

Dollarhide, C. T. (2003). School counselors as program leaders: Applying leadership contexts to school counseling. Professional School Counseling, 6 (5), 304 – 308.

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Delivery System:

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Management System:

Foster, L.H. Watson, T.S. Meeks, C. and Young, J.S. (2003). Single subject research design for school counselors: Becoming an applied researcher. Professional School Counselor. 6, 146-154.

Gysbers, N. C. & Henderson, P. (1997). Comprehensive guidance programs that work (2nd Edition). Greensboro, NC: ERIC/CASS Publications.

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