CARSON-NEWMAN COLLEGE MSC 613: Design and Evaluation of Comprehensive School Counseling Programs Fall 2011: Tuesday, 4-6:45 pm Heritage 273S

Transcription

1 CARSON-NEWMAN COLLEGE MSC 613: Design and Evaluation of Comprehensive School Counseling Programs Fall 2011: Tuesday, 4-6:45 pm Heritage 273S Course Syllabus Course Instructors: Course Credit: Carolyn Cole Brewer, Ed.D. Address: Office: 278 Heritage South Office Phone: or cell Office Hours: Monday 10 am-noon, 1-3 pm By appointment 5-6 pm Wednesday 9-12am, 1-4 pm By appointment 4-6 pm Thursday 10:30 am-noon, 1-3 pm By appointment 5-6 pm Friday by appointment only 9 am-4 pm 3 Semester Hours Graduate Credit Required Texts: Making Data Work, (2 nd Ed.) American School Counselor Association School Counselor Accountability: A MEASURE of Student Success (3 rd Ed.) Carolyn B. Stone and Carol A. Dahir Prentice Hall 2011 Paperback Edition School Counseling to Close the Achievement Gap: A Social Justice Framework for Success Cheryl C. Holcomb-McCoy Corwin Press 2007 Paperback Edition ASCA National Model: A Framework for School Counseling Programs (2 nd Ed.) American School Counselor Association 2005 ASCA National Model Workbook: A Companion Guide to Implementing a Comprehensive School Counseling Program American School Counselor Association

2 Suggested Texts: Millsaps, Ellen (2009). Writing at Carson-Newman College (4 th Ed.). Jefferson City, TN: Carson-Newman College. American Psychological Association (2010). Publication Manual of the American Psychological Association (5 th Ed.). Washington, DC: APA. Recommended Resources: American Counseling Association, American School Counselor Association, American Association of Marriage and Family Therapy, American Psychological Association, American Association for Specialists in Group Work. Graduate Catalog Description: Comprehensive review and implementation of the knowledge and skills learned during the school counseling graduate program. The student is required to complete a needs assessment in accordance with the ASCA national model for one part of a school counseling program, design a specific program plan to meet a need identified within the school setting, implement the program, and evaluate the outcomes of the program. The student will work closely with the school counselor site supervisor and the program faculty member. Relationship of Course to Overall Program This course is designed to strengthen the professional knowledge of the student in the area of design, implementation, evaluation, and leadership of comprehensive school counseling programs. The course contains materials and exercises to strengthen the student s knowledge and skills in developing comprehensive school counseling programs to close the achievement gap across diverse populations. The course encourages students to examine their personal well-being as it relates to their leadership role and their communication skills with clients. The course requires the student develop a proposal, design a specific program in cooperation with a school staff, run the program, evaluate through an outcome-based evaluation, and document and present an overview of the process to a selected audience. In addition, the course utilizes technology in the area of comprehensive program development and evaluation. Course Connections to School of Education Conceptual Framework: MSC 589: Counseling Practicum infuses the mission and vision of the Carson-Newman School of Education by incorporating five key themes outlined in the Conceptual Framework (CF). This course is the first formal coursework in the counseling setting and requires the student to integrate the key themes throughout the 100 hours of counseling. School counselor candidate training will: 1. Use research findings from professional literature, knowledge of best practices, and action research to reflect upon and make informed decisions about their own professional practice. 2. Use technology to maximize learning, manage professional responsibilities, and promote their own continued professional development. 3. Use a variety of assessment methods to facilitate effective planning to meet the needs of all students, parents, teachers, and other significant contributors to academic success. 4. Learn to work respectfully with children and their parents from culturally diverse backgrounds and to serve as advocates for change to ensure all students meet with success.

3 5. Learn to build desirable relationships between home, school and community in order to improve the overall quality of schools as places for learning for all students. This course is designed to be a capstone course integrating the five key themes through the program design, implementation, and evaluation process. Overall Course Objectives: Students who successfully complete the course will be able to: Review the graduate program components in the school counseling program and prepare to pass the comprehensive school counseling exam. CF- 1, 2, 3, 4, 5 Review the legal and ethical issues, guidelines, and concerns relating to comprehensive school counseling programs and show evidence of the use of professional guidelines in the development of a specific program within a larger school counseling program. CF- 1, 2, 3, 4, 5 Use and incorporate the American School Counselor Association Standards and the Tennessee Framework for School Counselor Standards in designing and implementing one specific part of a school counseling program. CF- 1, 2, 3, 4, 5 Show evidence of the knowledge and skills needed to help close the achievement gaps in the schools where they will serve as school counseling interns and professional school counselors. CF- 1, 2, 3, 4, 5 Give an overview of basic skills essential to the designing, implementing, evaluating, and leading comprehensive school counseling programs. CF- 1, 2, 3, 4, 5 Design a program to meet a need within a school counseling program in collaboration with school counselors and school personnel. CF- 1, 2, 3, 4, 5 Present a professional seminar highlighting their program design and implementation, and the outcomes and evidence from the program implementation. CF- 1, 2, 3 Course Requirements: (All course requirements must be completed by the end of the final internship experience.) Assignment Questions: (200 Points) Each student will complete a series of brief assignments. These assignments will focus on the development of the action research project. Journal: () Each student is required to complete a journal entry once a week for ten weeks of the experience to reflect on the process of the project and course. Each journal entry is required to be a minimum of two paragraphs. Consultation and Needs Identification: () Each student is required to complete a needs identification procedure for his/her course project. This needs identification is to be conducted in cooperation and consultation with the site supervisor, faculty supervisor, and course instructor. Program Project Proposal: () Each student is required to complete a project proposal on a topic of choice with the approval of the instructors. The proposal will be a minimum of three typed pages and will include the subject, area, and question to be explored, the

4 relevancy of the topic to the school counseling standards, the need for the project as determined in collaboration with school personnel, and the basic approach to the topic. Ways of Knowing that the Proposal is Needed and Appropriate for the Setting: (100 Possible Points) Each student will work in collaboration with other students in the class and with school personnel to prepare a section of the project that addresses the ways the student knows the importance of the topic. Design of the Program to be Implemented: (300 Possible Points) Each student will write a description of what is to be done in detail. This program will need to have the approval of the instructors, school personnel involved and any persons needing to approve the program. Program Implementation: (200 Possible Points) Each student is required to implement at least one action component of their program design. Outcomes of the Project or Program; (100 Possible Points) Each student is required to write an outcomes section incorporating what happened, conclusions, recommendations, specific needs of the program, and an overall evaluation of the program. Project Paper and Presentation (300 Points) Each student is required to combine the components of the project or program into a report and incorporate information on how the ASCA and Tennessee standards were incorporated. The project will then be presented to a selected group of professionals and/or students. Methods of Assessment: Assignments Journal Entries Consultation and Needs Identification Project Proposal Ways of Knowing Design of Program to Be Implemented Outcomes of Project Program Program Implementation Project Program Paper and Presentation Total Points 200 Points 300 Points 200 Points 300 Points 1,500 Total Points Grades will be based upon the points listed below: A 93%-100% B 85%-92% C 76%-84% F Below 76% Artifacts for Professional Portfolio The final product of the MSC 613 Project becomes one of the most important parts of the student portfolio. The student uses this as an interview example of his/her professional training and program development work.

5 Meetings with Your Instructor Please feel free to contact us to schedule an appointment should you have any questions or concerns! It is important that you meet regularly with Dr. Brewer to discuss your progress and to ask questions and share concerns about your work. Dr. Brewer Class Policies: Attendance is monitored according to college regulations. This means that after one (1) absence you will receive a warning and after more than four (4) you will be dropped from the class with an F. Attendance will be taken at the beginning of class each day. If you are tardy, it is your responsibility to notify the instructor that day. Three (3) tardies constitute an absence. According to the CNC catalogue, the only excused absences are still counted in you absence total. Work missed for these reasons can be made up without penalty (documentation required) but must be completed within two weeks of the absence. There is no make-up for the undergraduate conference for unexcused absence. The final exam (program presentation) is will be used in place of a final exam and scheduled by the student and the department at a time to benefit the most students. Cheating will be defined and handled according to the Eagle Student Handbook. The instructor reserves the right to change the syllabus as necessary. The instructor reserves the right to adjust the grading procedure accordingly. Any student with a special documented disability (sight, hearing, mobility, learning, etc.) which may affect class activities should contact the Coordinator of Students with Disabilities, David Humphrey. Mr. Humphrey s phone number is His office is located in Kathleen Manley Wellness Center. Students will have to provide appropriate documentation. Students are responsible for materials presented/assignments given on days they are absent. Students are responsible for knowing the policies of the syllabus. If classes are cancelled due to weather, etc., we will begin exactly where we left off. Any late assignment will be penalized ten percent per day. Reading and written assignments must be complete prior to class meeting. Cell phones and pagers must be turned off/silent/vibrate during class.

6 Carson-Newman College MSC 613: Design and Evaluation of Comprehensive School Counseling Programs Tentative Course Schedule Fall 2011 Each student is required to have read and reviewed the texts and resources by Oct 4. Materials will be discussed throughout the course. Aug. 30 Sept. 6 Sept. 13 Sept. 20 Sept. 27 Oct. 4 Oct. 11 Oct. 18 Oct. 25 Nov. 1 Nov. 8 Introduction and Orientation Review of Syllabus and Design Process Review of Basic Research Key Notes Review of ethical guidelines ASCA Code of Ethics, ACA Code of Ethics for Research and Program Development Diversity Issues and Concerns in Addressing Program Needs Recognizing student needs and concerns Needs Assessments Social justice and the achievement gap Consultation and Collaboration for Program Development Developing Your Plan Designing Your Program: Measures Keys to Success Proposal Due Presentation of Proposal Implementation of Program Mid-term reviews Implementation of Program Reports to Class Measures Accountability Developing Project Document for Final Report Nov. 15 Nov. 22 Program Implementation Update TCA attendance Online Discussion

7 Nov 29 Evaluation Summary and Recommendations Dec. 6 Site Project Review Dec. 13 Professional Presentation and Project Submission Date may vary dependent upon scheduling issues