Unformatted text preview:

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 515 Course title: Principles of School Counseling Program name: School Counseling Faculty (Content specialist): Mercedes ter Maat, Ph.D. Carolyn Berger, Ph.D.2NOVA SOUTHEASTERN UNIVERITY CENTER FOR PSYCHOLOGICAL STUDIES COURSE OUTLINE Course # & Title: PYCL 515 – Principles of School Counseling Credit Hours: 3 Location/Section: Ft. Lauderdale/MG3 Class Meeting Dates: March 18, 19, & 20, 2011 April 15, 16, & 17, 2011 Class Meeting Times: Fridays, 6-10 pm Saturdays, 8:30 am – 6 pm Sundays, 8:30 am – 5:30 pm Instructor: Dr. Carolyn Berger, Assistant Professor NSU Center for Psychological Studies 3301 College Avenue Ft. Lauderdale, FL 33314 Office Phone: 954.262.5689 Use WebCT for email Required Text: *Bowers, J. & Hatch, C. (2005) – Second Edition. The ASCA National Model - A framework for school counseling programs, Alexandria, VA: The American School Counselor Association. **American Psychological Association (2009). Publication manual of the American Psychological Association, sixth edition. Washington, DC: Author. *You can obtain this book directly from the publisher, ASCA. If you are a member of ASCA, you can obtain this book at a discounted price. **The APA Manual was recently updated and the newer edition has many important changes, so please purchase the most recent edition (2009- 6th edition). You may obtain this book directly from APA at http://www.apa.org/publications/. Other Resources: American School Counselor Association (www.schoolcounselor.org) Florida School Counselor Association (www.fla-schoolcounselor.org) American Counseling Association (www.counseling.org) Florida Department of Education (www.fldoe.org)3 Course Description: This course covers the history, philosophy, functions, management, and operation of comprehensive school counseling programs in elementary and secondary schools with emphasis on the role of the professional school counselor. Course Objectives: Upon completion of this course, student will be able to: 1. Describe the history, philosophy, and current trends in education and school counseling and the role, function, and professional identity of a school counselor in relation to other school personnel. (CACREP II G.1.a; III SC A.1,3) 2. Demonstrate knowledge of school organizations, the pre-K-12 curriculum, and the relationship of a school counseling program to the Sunshine State Standards and the academic and student services in schools. (CACREP III SC O.3,4,5) 3. Describe the impact of diversity on school counseling including age, gender, sexual orientation, religious and spiritual beliefs, racial, ethnic and cultural heritage, etc. and multicultural counseling theories. (CACREP II G.2.c; III SC E.1) 4. Understand counseling consultation, coordination, collaboration, referral, and team building. (CACREP III SC M.1,2,3,4,5,6) 5. Understand curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling and guidance related material. (CACREP III SC K.3) 6. Understand counselor characteristics and behaviors and self-care strategies appropriate to the counselor role and leadership, counseling supervision models, practices and processes. (CACREP II G.1.d,e; G.5.b; III SC O.1,2) 7. Understand professional organizations and credentialing, the ethical standards of these bodies and the application of the standards in professional counseling. (CACREP II G.1.f,g,j; III SC A.2) 8. Understand the role and process of the professional counselor advocating on behalf of the profession and the advocacy processes needed to address barriers that impede access, equity and success for clients. (CACREP II G.1.h,i; III SC B.2, F.3) 9. Understand principles, models and applications in the design, implementation, management, and evaluation of programs, including the use of needs assessment and data findings to effect program modification, student and school improvement, and accountability. (CACREP II G.8.d; III SC C.2) 10. Knowledge of the ASCA National Model Framework for School Counseling Programs, including identifying program objectives and using data-driven results to determine appropriate outcomes, program evaluation, and follow-up. (CACREP III A.5) 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.42.4 Identify high-risk and addictive behaviors and appropriate intervention strategies. 2.5 Demonstrate knowledge of school counseling programs for classrooms and large groups (e.g., drug education, personal safety, career education). 6.2 Demonstrate knowledge of the professional and ethical standards of the American Counseling Association and American School Counselor Association. 8.4 Demonstrate knowledge of the purposes, types, and basic steps of program evaluation and relevant follow-up activities. 8.5 Demonstrate knowledge of progress monitoring and outcomes reporting to all stakeholders (e.g., graphing student performance, response to intervention, program outcomes). Florida Educator Accomplished Practices Students will demonstrate competency in the delineated Accomplished Practices via successful completion of the following required tasks. NOTE: You will need to hand in a cover page that is COMPLETELY filled out (see the end of the syllabus) with each of the required Marker Tasks (there are 4 in this class). #3 Continuous Improvement School counselors recognize that their own learning and development is a continuous, lifelong process. They routinely evaluate


View Full Document

nova PYCL 0515 - COURSE OUTLINE

Documents in this Course
Load more
Download COURSE OUTLINE
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view COURSE OUTLINE and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view COURSE OUTLINE 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?