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Credit Hours: 3Required Text:Course Description:Teacher Preparation Programs 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 experiences as part of I nnovative and convenient postsecondary delivery systems with a S hared responsibility for quality education programs and professional advocacy with stakeholders with an E mphasis on technology and best practices for dynamic learning environments This conceptual framework is reflected in the following course syllabus: Course number: PYCL 510 Course title: Career Development Program name: School Counseling Faculty (Content specialist): Mercedes ter Maat, Ph.D. Carolyn Berger, Ph.D.2 NOVA SOUTHEASTERN UNIVERITY CENTER FOR PSYCHOLOGICAL STUDIES COURSE OUTLINE Course # & Title: PYCL 510 – Career Development Credit Hours: 3 Location/Section: Tampa/TG1 Class Meeting Dates: September 23, 24,2 5, 2011 October 14, 15, 16, 2011 Class Meeting Times: Fridays, 6-10 pm Saturdays, 8:30 am – 6 pm Sundays, 8:30 am – 5:30 pm Instructor: John A. Crocitto, Ed.D. 4732 Warrington Drive Orlando, Fl 32826 Cell - 407-694-7833, Please do not call after 9 PM [email protected] Required Text: Zunker, Vernon, G., (2008) Career, Work and Mental Health: Integrating Career and Personal Counseling, Oaks, CA: SAGE Publications, Inc. ISBN – 10: 1412964245 ISBN – 13: 978-1412964241 Course Description: This course surveys the major theories of career choice, planning, and development as well as standardized methods of assessing vocational interests and aptitudes in school settings. Social, psychological, and economic factors influencing career choice are examined. Emphasis will be placed on individual and group career counseling skills across diverse populations. Course Objectives: Upon completion of this course, students will be able to: 1. Understand career development theories and decision-making models, and career, vocational, educational, occupational and labor market information resources, and career information systems to assist students in developing employability skills and educational technical opportunities. (CACREP II G.4.a, b)3 2. Develop and implement strategies and activities for preparing all students to develop employment skills for a full range of postsecondary options and opportunities. (CACREP III SC C.4; L.2) 3. Understand career development program planning, organization, implementation, administration, and evaluation. (CACREP II G.4.c) 4. Understand career and educational planning, placement, follow-up, and evaluation and the assessment instruments and techniques relevant to career planning and decision making. (CACREP II G.4.e, f; III SC D.2, G.3, H.5) 5. Understand career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy. (CACREP II G.4.g) 6. Understand the advocacy processes needed to address institutional and social barriers that impede access, equity and success for clients. (CACREP II G.1.i) 7. Understand interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development. (CACREP II G.4.d; III SC F.2, M.3) 8. Understand the ethical standards of professional organizations and the application of ethical and legal considerations in professional counseling. (CACREP II G.1.j; III SC A.2; B.1) 9. Understand the qualities, principles, skills, and styles of effective leadership. (CACREP III SC O.1) Department of Education The following DOE subject area competencies are addressed within this course, either through topics as listed in the “Calendar of Assignments” or via Accomplished Practices tasks. 4.1 Demonstrate knowledge of major career development theories 4.2 Identify guidance activities related to careers. 4.3 Identify decision-making approaches for students in various stages of career development. 4.4 Demonstrate knowledge of resources, including assessments, used in career development. 4.5 Interpret student assessment data relevant to career development. 4.6 Identify appropriate activities for promoting student employability and lifelong learning. 4.7 Demonstrate knowledge of resources that provide specific information about educational and technical career opportunities. 7.2 Interpret academic assessment data for appropriate educational placement and progression for all student populations. 7.3 Identify approaches for assisting students with course selection to prepare for secondary and postsecondary educational or employment opportunities Florida Educator Accomplished Practices Students will demonstrate competency in the delineated Accomplished Practices via successful completion of the following required tasks. #10 Planning School counselors work collaboratively with other school personnel to develop student specific cognitive, academic, and behavioral goals for the students they serve. When4 developing the school counseling curriculum, school counselors continually seek advice/information from appropriate resources, interpret the information, and modify their plans accordingly. The classroom guidance instruction incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. School counselors regularly reflect upon their classroom experiences to refine the learning experiences of their students. Required Marker Task Based Upon Accomplished Practices: I. Guidance Plan: Students will submit a written proposal for a comprehensive career guidance paper suitable for implementation at an elementary, middle, or high school. Examples of topics for classroom guidance lessons (select the grade level of your choice when researching materials to incorporate in your lessons) include career choices, the world of work, discovering careers in the technology field, career inventories, etc. The guidance plan should include goals and objectives that are developmentally appropriate, the frequency and length of the

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