Introductory Components Specific Ky School Counselor Std. Addressed Comments/Documentation Rating Table of Contents (Links to Anchor Assessments) Technology Skills Resume and Cover Letter COOL 539, Career Development 4 Knowledge/Skills Comments/Documentation Rating Philosophy of Counseling (reflects critical thinking, University of the Cumberlands dispositions, the KY Code of Ethics and the belief that all children can learn) COOL 530, Introduction to School Counseling 1 Research Paper: Barriers, implications, and problem-solving situations when counseling ethnic minority groups COOL 531, Social & Cultural Foundations of School Counseling 2 Development Learning Matrix EDOL 631, Advanced Human Behavior Developments and Learning 3 Career Conversations COOL 539, Career Development 4 Drug and Alcohol Counseling Project(s) COOL 630, Introduction to Drug/Alcohol Counseling 5 Grief and Loss Counseling Project(s) COOL 636, Counseling Aspects of Grief & Loss 5 Group Development Plan COOL 634, Group Counseling in Public Schools 6 Comprehensive Treatment Summary & Plan COOL 536, Psychological Assessment 7 Autobiography, Authorized Biography, or Historical Biography COOL537, Personality Assessment 7 Evaluation Research Paper EDOL 630, Research and Evaluation 8 IEP Development/Analysis COOL 538, Counseling Individuals with Diverse Needs 9 Artifact showing knowledge of Special Education SPOL 530, Issues and Trends in Special Ed. 9 Delivery of Services for the Comprehensive School Counselor Plan COOL 530, Introduction to School Counseling 10 Reflection Papers COOL 631, Legal and Ethical Issues in School Counseling 11 Written Communication Skills and Dispositions Conceptual Framework QEP Comments/Documentation Rating Logical, coherent organization of written ideas showing clarity and depth of Communicative/ Strategic/ Conceptual/ Evaluative Clarity
Activity I Large Group – provide information, concepts, models. Typically involves asking what students already know before providing new information, discussion, brainstorming, defining, clarifying, and modeling. Step 1 Step 2 Step 3 Activity II Group (2 – 6) Opportunity to apply learning to student development (academic, career, personal/social). Typically involves skill practice through role-play, problem solving, brainstorming, and prioritizing. Step 1 Step 2 Step 3 Closure: Opportunity to process lesson and set for apply learning outside of class. Typically involves the following questions: What was it like to participate in this activity? What did you learn? How can you use what you learned? Classroom Guidance Tape Review Form Date of Review: _______ Rater’s name: __________________________________________ level: _______________ Session Topic __________________________________________ Lesson # __________________ Please rate each of the following categories: E Exceeds Expectations M Meets Expectations D Does not meet Expectations N.O. Not observed Planning Recommended format for classroom guidance followed E M D N.O. Variety and pacing of activities E M D N.O. Clearly focused plan & maintaining E M D N.O. Materials, activities, language were developmentally appropriate and reflect needs of students from diverse backgrounds E M D N.O. Appropriate technology to support lesson was utilized E M D N.O. discussion skills Structuring (time, topic, rationale) E M D N.O. Active listening and empathic responding E M D N.O. Connecting/linking/universalizing E M D N.O. Practice/application and small group discussion built into classroom lesson E M D N.O.