School Counseling Program with Pupil Personnel Services ...

[Pages:508]School Counseling Program with Pupil Personnel Services Credential

Program Assessment

UNIVERSITY OF SAN FRANCISCO SCHOOL OF EDUCATION

2011

USF - PPS Program Assessment 2011

STANDARD TABLE OF CONTENTS

DIRECTION TO READERS .............................................................................. 2

INTRODUCTION ........................................................................................... 3

RESPONSE TO STANDARDS

Standard 1: Program Design, Rationale and Coordination ................................ 7 Standard 2: Growth and Development ......................................................... 10 Standard 3: Socio-Cultural Competence ...................................................... 13 Standard 4: Assessment ........................................................................... 16 Standard 5: Prevention and Early Intervention for Achievement ........................ 18 Standard 6: Professional Ethics and Legal Mandates ....................................... 21 Standard 7: Family-School Collaboration ..................................................... 23 Standard 8: Self-esteem and Personal and Social Responsibility ......................... 24 Standard 9: School Safety and Violence Prevention ......................................... 26 Standard 10: Consultation ........................................................................ 30 Standard 11: Learning Theory and Educational Psychology .............................. 32 Standard 12: Professional Leadership Development ......................................... 33 Standard 13: Collaboration and Coordination of Pupil Support Systems ............... 35 Standard 14: Human Relationships ............................................................. 37 Standard 15: Technological Literacy ............................................................. 38 Standard 16: Supervision and Mentoring ...................................................... 39 Standard 17: Foundations of School Counseling Profession ............................... 41 Standard 18: Professionalism, Ethics and Legal Mandates ................................ 42 Standard 19: Academic Development .......................................................... 44 Standard 20: Career Development .............................................................. 45 Standard 21: Personal and Social Development .............................................. 46 Standard 22: Leadership .......................................................................... 48 Standard 23: Advocacy ............................................................................ 49 Standard 24: Learning, Achievement and Instruction ...................................... 51 Standard 25: Individual Counseling ............................................................ 52 Standard 26: Group Counseling and Facilitation ............................................ 55 Standard 27: Collaboration, Coordination and Team Building ........................... 56 Standard 28: Organizational Systems and Program Development ....................... 57 Standard 29: Prevention Education and Training ........................................... 58 Standard 30: Research, Program Evaluation and Technology ............................ 60 Standard 31: Field Experience ................................................................... 62 Standard 32: Determination of Candidate Competence .................................... 70

SYLLABI COURSE LIST ................................................................................. 73

PROGRAM SUMMARY ................................................................................... 185

APPENDIX I: COURSE ASSIGNMENTS, HANDOUTS, PAPERWORK ..................... 190

APPENDIX II: STUDENT INFORMATION AND DOCUMENTS .............................. 415

APPENDIX III: ASSESSMENT TOOLS FROM BIENNIAL REPORT ........................ 487

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USF - PPS Program Assessment 2011

DIRECTION TO READERS

1). The syllabi for the School Counseling Program are standardized across sections and over the past two years. Hence, in this report, we are including one representative syllabus for each course in our curriculum. 2). We attempted to have a School Counseling Program in Santa Rosa, CA. We recruited an entering class of 11 students in Fall 2009 and they all graduated in 2011. We then decided to close the program due to low applications. This program was identical to our program on the main campus and it followed the same syllabi, schedule, curriculum, handbooks, etc. Moreover, we used the same instructors in almost all of the classes. Hence, the syllabi and course content are represented in this report and only one representative syllabus is included for each class.

3). There are two separate document attachments in PDF format (i.e., Supporting materials for CPSY621 and SUMMA Evaluations). These PDF files are linked and may be accessed from the current

document by hyperlinks.

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USF - PPS Program Assessment 2011

INTRODUCTION

The University of San Francisco School Counseling Program Mission Statement

The School Counseling Program at the School of Education at the University of San Francisco prepares graduate students to work in urban and diverse schools with a goal of improving the human condition through counseling, education, compassion, and collaborative partnerships. Consistent with the Jesuit tradition, our goal is to train school counselors to become social justice agents of change by promoting equitable conditions inside and outside of schools. The curriculum in the School Counseling Program focuses on educating students to think and respond systemically and ecologically by creating and implementing individual, group, and programmatic changes. We pursue our mission through academic excellence, real life experiences, and partnerships with multicultural families, schools, and communities.

Program Overview

The Counseling Psychology Department in the University of San Francisco (USF) School of Education offers a 48-unit program in School Counseling for graduate-level students who wish to pursue a career in child and adolescent counseling in K-12 schools. Upon completion of the requirements, graduate students will earn a M.A. degree in School Counseling, as well as a Pupil Personnel Services (PPS) Credential. The School Counseling program prepares school counselors to be competent in addressing the social, emotional, and academic needs of students in grades K-12. Through a combination of theoretical knowledge and practical experience, students will become competent in the following 12 areas:

Law and Ethics Consulting with Parents and Teachers Group Counseling Counseling Theory and Skills Career and College Counseling Cross Cultural Counseling Assessment Child and Adolescent Development Leadership, Collaboration, and Coordination of Pupil Support Systems Learning and Instruction Prevention and Early Intervention Strategies Research and Program Evaluation

For admissions, applicants complete an application and provide documentation of a passing score on the California Basic Educational Skills Test (CBEST) and a Certificate of Clearance. Clearance from the State of California is required as students are expected to intern in middle and high schools during their enrollment in the program. Once admitted into the program, the curriculum delivery is designed as a two-year, full-time program, including two summer semesters of coursework. The program is offered at the main campus in San Francisco with admissions only in the Fall semester.

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The curriculum in the program is designed sequentially as follows: Year One:

Semester 1, Fall: 10 credits o Law and Ethics, Counseling Theory and Practice, Developmental Counseling: Child and Adolescent, Fieldwork Practicum

Semester 2, Spring: 10 credits o Cross Cultural Counseling, Prevention and Intervention in Schools, PPS Traineeship I, Qualitative and Quantitative Research Methods

Semester 3, Summer: 6 credits o Group Counseling Skills, PPS Traineeship II, Qualitative and Quantitative Analysis and Interpretation

Year Two: Semester 4, Fall: 8 credits o Educational Psychology for Counselors, Problem-Solving Counseling, PPS Traineeship III

Semester 5, Spring: 8 credits o Academic and Career Counseling, Consulting with Parents and Teachers, PPS Traineeship IV

Semester 6, Summer: 6 credits o Assessment and the Counselor, Consulting with Schools

The sequential design of the program allows candidates to become knowledgeable in multiple areas of education related to school counseling as a way of building upon basic generalized concepts to more indepth specialized courses that relate directly to on-site school counseling experience.

Candidate assessment in the School Counseling Program is measured by the following material: A) Embedded Course Assessments, B) School Counseling Final Fieldwork Evaluation Form (competency performance), C) Evaluation of the candidate's performance in school counseling practicum by on site mentor counselor, D) Evaluation of candidate's performance by university fieldwork supervisors, and E) Self-reported evaluation on performance by USF school counseling candidates. Assessments within each course are developed to assess student competencies as they relate to standards emphasized in each course. The School Counseling Final Fieldwork Evaluation Form is used to provide an assessment of the candidate's competency performance for each of the 12 domains. On-site Mentor Counselors provide written feedback on the candidate's performance at his or her own school site. On the University of San Francisco Fieldwork Instructor Evaluation form, fieldwork supervisors provide written, detailed feedback about the candidate's development towards the 12 competencies. Supervisors also discuss performance in fieldwork supervision meetings, case conceptualization, ethical issues, and professional development. Also, School Counseling candidates provide a detailed and descriptive evaluation of their own development and competencies as school counselors at their school site.

To address program effectiveness as it relates to candidate competency the follow measures are used: A) Exit Surveys, B) SUMMA, C) Adjunct Feedback, D) Course Review of Assignments and Activities, E) Job Placement, F) Retention Rate Date, G) Feedback from District Administration and Staff, and H) School Counseling Curriculum Map. Exit surveys are used to evaluate candidates' perceptions of the program, feedback about curriculum and faculty, fieldwork experiences, and other programmatic

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USF - PPS Program Assessment 2011

experiences. Findings are used to inform program improvements. SUMMA assessments are used to gather candidate feedback on individual credential courses. This data helps inform instructors and the program director and about candidates' perception of their learning within each course. Individual and group meetings with adjunct faculty in the School Counseling Program highlight overlap and gaps in the curriculum and help to identify areas of improvement. Course syllabi, assignments, and curricular activities are reviewed for overlap, assessment of program goals, and an evaluation of the standards in the Program. Job placement survey data provides information regarding effectiveness of the program model in assisting candidates to secure administrative positions. Tracking is used to determine the progress and completion rates of all students who enter the program and make it past our initial census date.

Program Distinctions

Social Justice Orientation: The mission of the School Counseling program is consistent with the Jesuit tradition and seeks to prepare school counselors to become change agents by advocating for equality both inside and outside of schools. This strong social justice orientation focuses on multicultural youth development and counseling particularly in urban school settings. The unique curriculum seeks to foster social justice in schools through equity, respect for diversity, creativity, and community empowerment, and by educating graduate students to design and implement changes at the individual, group, and systemic level. Students in our program engage in a social justice project each year. These projects have included supply drives for local schools, college tours for low-income, underrepresented students, charity events to raise money for various causes (e.g. building a water well in Africa), and mentoring under resourced students at a local high school. Each year, the School Counseling program also hosts a Social Justice Prize in Schools, which honors a local high school student for outstanding leadership in a social justice cause.

Multicultural Focus: The USF School Counseling program has a strong commitment to multiculturalism. This focus is evident in our courses, field placements, faculty, and student body. Specifically, we infuse multicultural theories, examples, case studies, and counseling skills throughout our curriculum. In addition, close to half of our faculty and students are from culturally diverse backgrounds representing multicultural perspectives and worldviews.

Cohort Model: Students admitted into the program will be placed in a cohort-style curriculum sequence during enrollment in the program. The cohort model of the program allows students to experience coursework together, forming relationships that will endure beyond the program. As students move through the curriculum together they build on each other's knowledge, skills, and experiences to become competent school counselors. Students collaboratively learn and work together as each individual experiences academic and professional growth. Cohorts in the program provide students with support, resources, and professional development. The integration of both classroom instruction and fieldwork experience provide students with a core foundation with which to build their knowledge and skills as professional and competent school counselors. Each cohort group is comprised of about 12-15 students so class sizes are small. This practice is intentional to prioritize our strong focus on relationship building and mentorship from experienced and dedicated faculty.

Working Professional Model: A teaching weekend schedule, alternating weekend classes (Friday evenings from 5:00-9:45 p.m. and Saturday from 8:00 a.m. 12:15 and 1:00-4:45 p.m.), is used to

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facilitate internship requirements as well as students with jobs during the week. About 80% of our students work part- or full-time. This model attracts a range of applicants from various fields and income backgrounds.

Field Experience in Urban Diverse Schools: Along with the delivery of the curriculum graduate students are required to complete 100 hours of practicum and 600 hours of fieldwork experiences during enrollment in the program in order to be eligible for the Pupil Personnel Services Credential. In collaboration with the head counselor of the San Francisco Unified School District (SFUSD), the School Counseling program has been able to offer most, if not all students, the opportunity to complete internship hours in SFUSD, however students are allowed to complete internship hours in a district other than SFUSD. The fieldwork practicum begins the first week of the Program and provides students with the opportunity to shadow and observe an experienced school counselor to become familiarized with the culture of the school, participate in school-based meetings and functions, observe classrooms, learn school and community-based resources, and begin meeting with students. Field experience begins only after successful completion of fieldwork practicum. The field experience provides candidates with the opportunity to take a more active role, under supervision, to practice the duties of a school counselor.

Strong Mentorship: Throughout their time in the program, graduate students receive strong mentorship from a team of caring and dedicated individuals. The School Counseling program faculty is composed of experienced educators and practitioners who employ diverse instructional methods to maximize positive learning outcomes for the program candidates. Upon enrollment into the program, candidates are assigned a program advisor, a fieldwork supervisor, an onsite mentor counselor, and a student mentor (from the second year students). These advisors and mentors, along with classroom professors, offer personal attention, concern, and career development for individual students. Program advisors meet at least once a semester with the student and guide candidates through the School Counseling program, addressing personal and systemic concerns and questions. Fieldwork supervisors are experienced school counselors with valid PPS Credentials who provide support and guidance to students with an emphasis on fieldwork experience concerns and questions. They meet with students every other week. Mentor counselors are onsite supervisors with PPS Credentials that agree to supervise the learning and growth of interns specific to concerns at the assigned school site. Graduate student mentors check in weekly with students, offer advice via email, phone, and in person. There is also a monthly mentor-mentee luncheon so mentor-mentees can connect about their experiences in the program. The USF School Counseling faculty and advisors seek to prepare students for the school counseling profession while promoting personal and professional development.

Research and Program Evaluation Skills: Students in the School Counseling program also learn qualitative and quantitative research methods that allow them to use data to analyze the efficacy of their school counseling interventions in school. Students take a course in research methods and analysis that teaches them skills to design and develop appropriate qualitative (e.g. interview questions, focus group questions) and quantitative (e.g. survey questions, use of student data, etc.,) methods to gather data to help them understand the impact of their school counseling work at individual, group, and programmatic levels. Students also learn how to write up, present, and disseminate their findings to key stakeholders. As part of this training experience, students also implement and evaluate an evidencebased college access curriculum.

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USF - PPS Program Assessment 2011

PPS Program

Description of Evidence

Standard

Standard 1: Program Design, Rationale and Coordination

The program is

The University of San Francisco (USF), School of Education, Counseling Psychology

coordinated

Department offers a 48-unit program in School Counseling for graduate-level students who

effectively in

wish to pursue a career in child and adolescent counseling in K-12 schools. Upon

accordance with a completion of the requirements for the Counseling Psychology program, graduate students

cohesive design

will earn a M.A. degree in School Counseling, as well as a Pupil Personnel Services

that has a cogent Credential. The School Counseling program prepares school counselors to be competent in

rationale.

addressing the social, emotional, and academic needs of students in grades K-12. Through

Foundation and

theoretical knowledge and practical experience, students will become competent in the

theoretical courses following areas:

precede and are

Law and Ethics

designed to be taken prior to more specialized and advanced courses.

Consulting with Parents and Teachers Group Counseling Counseling Theory and Skills Career and College Counseling

Cross Cultural Counseling

Assessment

Child and Adolescent Development

Leadership, Collaboration, and Coordination of Pupil Support Systems

Learning and Instruction

Prevention and Early Intervention Strategies

Research and Program Evaluation

Link to Evidence

USF Mission Statement

USF SCP Competency Attestation Sheet

USF Course Sequence

USF Course Catalog

USF Fieldwork Manual

SCP Curriculum Map

SCP Final Fieldwork Evaluation Form

The mission of the School Counseling program seeks to prepare school counselors to become agents of change by advocating for equality both inside and outside of schools. With a social justice orientation, the program focuses on multicultural youth development and counseling particularly in urban school settings. The curriculum in the program seeks to foster social justice in schools through equity, respect for diversity, creativity, and community empowerment, by educating students to design and implement changes at the individual, group, and systemic level.

Along with an application, admission into the program requires applicants to provide documentation of a passing score on the California Basic Educational Skills Test (CBEST) and a Certificate of Clearance. Clearance from the State of California is required as students are expected to intern in middle and high schools during their enrollment in the program. Once admitted into the program, the curriculum delivery is designed as a two-year, full-time program, including two summer semesters of coursework. The program is offered at the main campus in San Francisco with only Fall admission. Students admitted into the program will be placed in a cohort-style curriculum sequence during enrollment in the program. A teaching weekend schedule, alternating weekend classes (Friday evenings from 5:00-9:45 p.m. and Saturday from 8:00 a.m. 12:15 and 1:00-4:45 p.m.), is used to facilitate internship requirements as well as students with jobs during the week.

The curriculum in the program is designed sequentially as follows: Year One:

Semester 1, Fall: 10 credits o Law and Ethics, Counseling Theory and Practice, Developmental Counseling: Child and Adolescent, Fieldwork Practicum

Semester 2, Spring: 10 credits o Cross Cultural Counseling, Prevention and Intervention in Schools, PPS Traineeship I, Qualitative and Quantitative Research Methods

Semester 3, Summer: 6 credits o Group Counseling Skills, PPS Traineeship II, Qualitative and

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