School Counseling Spring 2013 It is important that graduate students: NCATE Standard Spring 2013 Mean N Develop and apply expertise in their fields of study. 1.e 4.67 9 Think critically and engage in reflective, ethical, and legal practice throughout their education and professional lives. 1.e, 1.g 4.89 9 Develop empathic, respectful, and congruent interpersonal skills and abilities to work successfully with groups and individuals from diverse backgrounds in educational, community, and mental health settings. 1.e, 1.g 4.89 9 Communicate effectively using oral, written, and observational skills. 1.e 4.56 9 Become information competent scholars and researchers capable of utilizing current technology in work environments engaging in and disseminating creative, empirical, and applied research studies and/or program evaluations. 1.e 4.44 9 Collaborate skillfully and respectfully as leaders, consultants, and team members in a variety of settings. 1.g 4.67 9 Develop skills necessary to assess and evaluate individuals and groups. 1.e. 1.f 4.56 9 Maintain an inclusive multicultural and global perspective, emphasizing social justice, gender and educational equity, access, and support. 1.g 5.00 9 View their roles as preventative, educative, and therapeutic in promoting the healthy relationships, academic success, and career mastery. 1.g 4.67 9 Acts as advocates with initiative, perception, and vision to lead and transform the practices and policies of those who provide services to individuals, families, schools, organizations, community, and policymakers. 1.g 4.89 9 Provide service through a wide variety of field-based partnerships informed by theory, research, and practice. 1.g 4.44 9 Pursue lifelong professional and personal development through such mediums as continuing education, information technology, psychological counseling, participation and leadership in professional organizations and doctoral study. 1.g 4.67 9 Notes: 1 = Not important, 2 = Somewhat important, 3 = Very important, 4 = Critically important, 5 = Highest priority Candidate Fieldwork Experience Evaluation School Counseling
Project Scoring Rubric Student:_________________________________ Project Chair:____________________________ Semester: Fall Spring Summer Year:__________ 1 2 3 4 5 Score Chp 1: Statement of Problem Fails to provide adequate context, rationale, purpose, and terms. Poor statement of context supporting rationale for proposed project, statement of why project is needed, statement of purpose, list of Grammar structure adequate. Adequate statement of context supporting rationale for proposed project, statement of why project is needed, statement of purpose, list of terms. Grammar structure adequate. context for project; clear of why project is clear list of terms. Well written: uses proper and clear Provides clear context supporting rationale for proposed project; clear statement of why project is needed; clear purpose; comprehensive list of terms. Exemplary writing that flows well: clear, concise, and comprehensive. Uses proper grammar and spelling; clear transitions. Chp 2: Critical Evaluation of Literature Fails to provide review of relevant literature. Incomplete or poorly developed review of literature; problems with organization; weak linkage to project topic. Adequate review of relevant and empirical sources. Adequate synthesis and organization of literature that is Good review of relevant and Thorough review of relevant and empirical sources, citing seminal in the field. Exemplary synthesis and
Grammar structure adequate. linked to project question. Some attention to diversity issues pertaining to topic (e.g., gender, culture, religion, language, etc.). Grammar structure adequate. citing seminal works in the field. Good and of that is clearly linked to project to issues to topic (e.g., gender, culture, religion, etc.). Well written: uses proper and clear organization of literature that is clearly linked to project question. Specific attention to diversity issues pertaining to topic (e.g., gender, culture, religion, language, etc.). Exemplary writing that flows well: clear, concise, and comprehensive. Uses proper grammar and spelling; clear transitions. Chp 3: Methodology Fails to provide sufficient method for project. Incomplete or poor conceptualized statement of intended audience for project, qualifications of professionals who Provides adequate statement of intended audience for project, qualifications of professionals who would use good of for project, Provides clear statement of intended audience for project, qualifications of professionals who would use project, and
would use project, and requirement for implementing project. Outline for project unclear. Adequate grammar structure. project, and requirement for implementing project. Organized outline of project. Some attention to diversity issues pertaining to topic (e.g., gender, culture, religion, language, etc.). Grammar structure adequate. of who would use project, and for project. outline of project. to issues to topic (e.g., gender, culture, religion, etc.). Well written: uses proper and clear requirement for implementing project. Comprehensive and outline of project. Specific attention to diversity issues pertaining to topic (e.g., gender, culture, religion, language, etc.). Exemplary writing that flows well: clear, concise, and comprehensive. Uses proper grammar and spelling; clear transitions. Chp 4: Project to produce acceptable project. Poor or incomplete conceptualization, organization, and applicability. Adequate conceptualization, organization, and applicability. Potential Well and Significant and original contribution to field. Exceptionally well
Unrealistic for intended audience. Fails to include evaluative data. Grammar structure adequate. usefulness to intended audience. Includes some evaluative data. Grammar structure adequate. Useful to data. Well written: uses proper and conceptualized, organized, and applicable. Easily used by intended audience. Includes meaningful evaluative data. Exemplary writing that flows well: clear, concise, and comprehensive. Uses proper grammar and spelling; clear transitions. Chp 5: Summary, Recommendations, and Conclusion Fails to provide adequate summary, recommendation and/conclusions. Poor summary, critique, and recommendations for implementation and further research. Adequate summary, critique, and recommendations for implementation and further research. Grammar structure adequate. Good critique, and for and further Well written: uses proper and Sophisticated summary, critique, and recommendations for implementation and further research. Exemplary writing that flows well: clear, concise, and comprehensive. Uses proper grammar and spelling; clear transitions. APA style & format Little or no conformation to APA format / style Many substantial consistent APA errors Some minor consistent APA errors Few APA errors, none Exemplary APA format / throughout
Ethical and Legal Standards Little or no application of standards Substantial misapplication of ethical & legal standards Some misapplication of ethical or legal standards of all ethical & Exemplary application of all ethical & legal standards Mastery of Information Technology to demonstrate mastery of information technology in one or more of the following areas: accessing research resources; using research software; using word processing software. Minimal knowledge of research resources, including databases, library, and internet. Minimal knowledge of basic skills with statistical, research software, word processing, and other relevant software. Evidence of adequate knowledge of research resources, including databases, library, and internet. Evidence of basic skills with statistical, research software, word processing, and other relevant software. of use of library, and of with and of use of word and other relevant Evidence of sophisticated use of research resources, including databases, library, and internet. Evidence of mastering statistical and other research software. Evidence of sophisticated use of word processing and other relevant software. Total→
congruence; poor interpersonal skills. interpersonal skills. interpersonal skills. respect, and good skills. congruence; exemplary interpersonal skills. Collaboration Fails to establish collaborative relationships to solve problems or make decisions. Poor skills in creating collaborative relationships to solve problems and make decisions. Adequate skills in creating collaborative relationships to problems and make decisions. Strong skills in creating to solve and make Exemplary skills in creating collaborative relationships to solve problems and make decisions. Inclusive Perspective Fails to demonstrate an inclusive, and/or global perspective. Minimal demonstration of an inclusive, multi-cultural, and global perspective. Adequate demonstration of an inclusive, multi-cultural, and global perspective. Clearly an and global Demonstrates a consistent and sophisticated perspective that is inclusive, and global. Ethics Fails to demonstrate a basic understanding of legal, ethical, and/or professional practice. Minimal understanding of ethical, and professional practice. Adequate understanding of legal, ethical, and professional practice. a good of legal, ethical, and Demonstrates a consistent and sophisticated understanding of legal, ethical, and professional practice. Total→ Additional Comments: