University of La Verne



University of La Verne

College of Education & Organizational Leadership

Commission on Teacher Credentialing

Biennial Report

Credential Program’s Name: PPS Professional School Counseling Preparation Program

I. Credential Program Specific Information’s Contextual Information

General Program Information

The Pupil Personnel Services Credential has been offered at the University of La Verne since 1974. The School Counselor Preparation Program is designed to meet the standards for the California Commission on Teacher Credentialing for the Pupil Personnel Services Credential in School Counseling, including the Internship Credential, and the requirements for the Master of Science in Educational Counseling. Graduates of the program will be able to effectively function at an entry level position as a professional school counselor. The School Counselor Preparation Program strongly embraces The National Standards for School Counseling as well as the comprehensive school counseling and guidance model. It is expected that program graduates will continue professional development throughout their careers as school counselors.

Expectations for Graduates of the School Counselor Preparation Program

By the conclusion of the School Counselor Preparation Program, it is expected that all program graduates will be able to:

1. Serve all students by implementing a comprehensive, developmental, and collaborative school counseling and guidance program;

2. Effectively implement the academic, career, and personal/social domains of the National Standards for School Counseling Programs;

3. Effectively employ their knowledge and skills in individual counseling, group counseling, classroom guidance interventions, and facilitations, consultation, and collaboration;

4. Be school leaders and advocates for students to maximize students’ learning for school success;

5. Continually increase their socio-cultural competence by recognizing that it is an active and ongoing process;

6. Develop a professional identity by engaging in ongoing professional development;

7. Effectively utilize technology, especially the resources available on the World wide Web;

8. Effectively assess, evaluate, research, and design programs and practices to positively affect student success;

9. Professionally apply relevant laws and ethical standards.

Program Specific Candidate Information

|Site(s) |Number of Candidates |Number of Completers/Graduates in MS |Number of Completers/Graduates in |

| | |Counseling |PPS Counseling |

|Main Campus |127 |33 |35 |

|Regional Campus’s |505 |142 |119 |

|All Campuses |632 |175 |154 |

Changes Since Commission Approval of Current Program Document

• Fall 05

o Full-Time Faculty hired as Assistant Chair

• Fall 06

o Piloted new rubrics for Evidence of Meeting Learning Outcomes for every course, rubrics for Practicum Assignments, rubrics for final project including writing rubric, presentation rubric, and portfolio rubrics

o Developed a committee to look at changing the manner in which field work candidates record hours.

• Winter 07

o Developed a new system for candidates to record fieldwork hours. Went from a %100 hard copy version, to utilizing technology for a majority of the process. A template was developed using Excel so candidates could keep a more accurate record of their hours and activities.

• Spring 07

o The new fieldwork log form was piloted in four remote locations to help ascertain the effectiveness of the program and work out any difficulties that could arise

o A web page was developed to disseminate templates, rubrics, and other program information to all candidates in the program.

• Fall 07

o New faculty hired for assisting in coordinating and teaching courses in remote campus locations

o Implemented all rubrics piloted in previous year

o Piloted assessment gathering system

o Developed a new Memorandum of Understanding with School Districts seeking to hire our candidates as Intern counselors. The new memorandum, was developed to match current memorandums in the teacher education programs and in response to request from School Districts

o The new fieldwork logs were implemented for all campus locations.

o A faculty web site was developed for all faculty in the program in order to obtain course specific information, and share information with other faculty across the state.

• Winter 08

o Changed the schedule of classes for the remote campus locations so that all candidates start the program with Education 546, Introduction to School Counseling

o Piloted new evidence of meeting learning outcomes assignment for every course, including categorizing all learning objectives into 9 key domains that reflected the standards set forth by the state for school counseling programs and to mirror the data candidates collect during their fieldwork process

• Spring 08

o Based on feedback from data gathering system, decided to purchase with the rest of the College a Professional Assessment Gathering System, Task Stream

• Summer 08

o Implement new evidence of meeting learning objectives assignments for all students

• Fall 08

o Based on data from the collection on evidence of meeting learning outcomes for each course, modify the evidence of meeting learning outcomes to better reflect the needs of the candidates and the specificity of the instruction for each course.

o Pilot the new evidence of meeting learning outcomes with a select group of candidates in various locations.

II. Candidate Assessment/Performance & Program Effectiveness Information

| |NCATE |CCTC Standards |Key Assessments |Description |Data Collected |

| |5 Key Areas |1-32 for PPS |(hyperlinked) |and | |

| | | | |Rubrics (hyperlinked) | |

|Transition Point 1: | |

|Program Admission | |

| | |

|(TP 1 occurs at point of formal | |

|admission to CEOL programs.) | |

|Collection Process |All applications to PPS Professional School Counseling program including the Master of Science in |

| |Educational Counseling are reviewed by the Program Chairs. During threat review process, Program |

| |Chairs utilize a 4 point scoring rubric to assess the writing portion of the application. |

|Data Summary |N = 175, M = 9.69, SD = 1.076, No significant difference between campus locations with all students |

| |in the sample selected for admission |

Data Summaries for Key Assessment 1

|Data Collected |Knowledge - Data was collected on 103 candidate’s EMLO scores |

|Collection Process |All students are required to complete an Evidence of Meeting Learning Outcomes assignment for all |

| |courses. The EMLOs for Educ 546, Introduction to School Counseling, were used for the key assessment |

| |for knowledge. All faculty were asked to submit their rubric scores assigned to the EMLO assignment. |

|Data Summary |N = 103, M = 3.975, SD = .1079, No significant difference between campus locations were found with |

| |all students receiving full credit |

Data Summaries for Key Assessment 2

|Data Collected |Planning - Data was collected on 60 candidates |

|Collection Process |All students are required to complete an Evidence of Meeting Learning Outcomes assignment for all |

| |courses. The EMLOs for Educ 565, Career Development, were used for the key assessment for Planning. |

| |All faculty were asked to submit their rubric scores assigned to the EMLO assignment. |

|Data Summary |N = 60, M = 3.967, SD = .126, No significant difference between campus locations were found with all|

| |students receiving full credit |

Data Summaries for Key Assessment 3

|Data Collected |Use of assessments - Data was collected on 43 candidates |

|Collection Process |All students are required to complete an Evidence of Meeting Learning Outcomes assignment for all |

| |courses. The EMLOs for Educ 504, Research Methods, were used for the key assessment for Use of |

| |Assessments. All faculty were asked to submit their rubric scores they assigned to the EMLO |

| |assignment. |

|Data Summary |N = 43, M = 4.0, SD = .00, No significant difference between campus locations were found with all |

| |students receiving full credit |

Data Summaries for Key Assessment 4

|Data Collected |Diversity - Data was collected on 116 candidates |

|Collection Process |All students are required to complete an Evidence of Meeting Learning Outcomes assignment for all |

| |courses. The EMLOs for Educ 573, Counseling Diverse Populations, were used for the key assessment for|

| |Diversity. All faculty were asked to submit their rubric scores they assigned to the EMLO assignment.|

|Data Summary |N = 116, M = 3.96, SD = .206, No significant difference between campus locations were found with all|

| |students receiving full credit |

Data Summaries for Key Assessment 5

|Data Collected |Technology - Data was collected on 67 candidates |

|Collection Process |All students are required to complete a final presentation towards the end of their tenure as a |

| |candidate at the University of La Verne. A portion of this presentation is assessed with a scoring |

| |rubric for the use of technology and was used for the key assessment for Technology. All faculty were|

| |asked to submit their rubric scores they assigned to the technology portion of the candidates |

| |presentation. |

|Data Summary |N = 67, M = 4.0, SD = .00, No significant difference between campus locations were found with all |

| |students receiving full credit for the technological component of their final assignment |

Program Effectiveness

III. Analysis of Candidate Assessment Data

Analysis of Key Assessment 1

a. All of our candidates are obtaining the essentials for the Introduction to School Counseling course and are competent in this area.

b. Based on the data at hand, the program is meeting the basic effectiveness requirements for helping all students to obtain Knowledge in Introduction to School Counseling. However due to the lack of differentiation amongst most of the scores obtained, the program is in the process of re-evaluating the Evidence of Meeting Learning Outcomes assignment and adapting it to better reflect the students knowledge in this Key Area, also the Fieldwork evaluations will also be piloted for data in this Key Area. Additionally, due to the difficulty in obtaining, monitoring, and analyzing data, the College has purchased a service, Task Stream, to assist in this process stating in the 08-09 academic year.

Analysis of Key Assessment 2

a. All of our candidates are obtaining the essentials for planning in Career Development as it relates to School Counseling and are competent in this area.

b. Based on the data at hand, the program is meeting the basic effectiveness requirements for helping all students to understanding Planning as it relates to Career Development. However due to the lack of differentiation amongst most of the scores obtained, the program is in the process of re-evaluating the Evidence of Meeting Learning Outcomes assignment and adapting it to better reflect the students knowledge in this Key Area. Additionally, due to the difficulty in obtaining, monitoring, and analyzing data, the College has purchased a service, Task Stream, to assist in this process stating in the 08-09 academic year.

Analysis of Key Assessment 3

a. All of our candidates are obtaining the essentials the use of assessments in School Counseling and are competent in this area.

b. Based on the data at hand, the program is meeting the basic effectiveness requirements for helping all students to understand Planning as it relates to the use of assessments. However due to the lack of differentiation amongst most of the scores obtained, the program is in the process of re-evaluating the Evidence of Meeting Learning Outcomes assignment and adapting it to better reflect the students use of assessments. Additionally, due to the difficulty in obtaining, monitoring, and analyzing data, the College has purchased a service, Task Stream, to assist in this process stating in the 08-09 academic year.

Analysis of Key Assessment 4

a. All of our candidates are obtaining the essentials for counseling diverse populations in the School Counseling field, and are competent in this area.

b. Based on the data at hand, the program is meeting the basic effectiveness requirements for helping all students to understand counseling diverse populations in the School Counseling field. However due to the lack of differentiation amongst most of the scores obtained, the program is in the process of re-evaluating the Evidence of Meeting Learning Outcomes assignment and adapting it to better reflect the students understanding of diversity in School Counseling. Additionally, due to the difficulty in obtaining, monitoring, and analyzing data, the College has purchased a service, Task Stream, to assist in this process stating in the 08-09 academic year.

Analysis of Key Assessment 5

a. All of our candidates are obtaining the essentials for the Technology component of our program and are competent in their ability to use technology in the school counseling field.

b. Based on the data at hand, the program is meeting the basic effectiveness requirements for helping all students to utilize technology in the school counseling field. However due to the lack of differentiation amongst most of the scores obtained, the program is developing a separate assessment that will better assess students use of technology at the beginning of their tenure as a candidate and then providing support throughout the program based on the initial assessment. Additionally, due to the difficulty in obtaining, monitoring, and analyzing data, the College has purchased a service, Task Stream, to assist in this process stating in the 08-09 academic year.

IV. Use of Assessment Results to Improve Candidate and Program Performance

Program Changes

|Data Source |Plan of Action or Proposed Changes Made |California Commission on Teaching and Credentialing |

| | |Common and specialized Standards for PPS School |

| | |Counseling |

|Knowledge - Data was collected on 103 |New EMLO and rubric to be implemented in |4, 5 ,13 ,16, 17, 18, 20, 21, 22, 24, 25, & 29 |

|candidates |the 08-09 year. Redesigning of fieldwork | |

| |assessment to better ascertain Knowledge | |

| |level. | |

|Planning - Data was collected on 60 |New EMLO and rubric to be implemented in |9, 10, 21, 22, 23, 24, 28, & 29 |

|candidates |the 08-09 year. Redesigning of fieldwork | |

| |assessment to better ascertain Knowledge | |

| |level. | |

|Use of Assessments - Data was collected on |New EMLO and rubric to be implemented in |4 & 30 |

|43 candidates |the 08-09 year | |

|Diversity - Data was collected on 116 |New EMLO and rubric to be implemented in |3, 14, 21, 25, 26, & 27 |

|candidates |the 08-09 year | |

|Technology - Data was collected on 67 |Utilization of an entry level technology |15 & 30 |

|candidates |assessment, and then planned support | |

| |throughout the program based on assessment | |

| |results. | |

-----------------------

A large portion for assessing candidate effectiveness is in the fieldwork evaluations. The program is in the process of modifying and utilizing the University fieldwork evaluations and the on-site fieldwork evaluations for the key assessment of Knowledge and Planning.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download