dynamics of other worldviews communities affects individual behavior developed from the vantage of the culture; Recognizes that helping styles and approaches should be culturally sensitive. 1.3 Use of technology Unable to prepare computer for assessments or identify and demonstrate uses of technology in school counseling Knows how to start a computer, access the Internet and search for assessment data Displays knowledge of several computer programs and can print and interpret a computerized assessment report Displays knowledge of the uses of and how to integrate technology into the school counseling program. how to incorporate technology into lessons and can articulate the role of technology in the school counseling program. 2. ADE: standard 2 Comprehensive Developmental Guidance 2.1 Developmental Guidance Plan Unable to display knowledge of age and stage appropriate counseling activities. Little to no understanding of the counselor’s role in the school environment Has a understanding of human development and can enlist other school personnel in guidance activities. Displays understanding of human development can design appropriate activities for age and stage; actively engages teachers, parents, and other stakeholders in guidance activities. competency with the various stages of development; can identify contributions of major developmental theorists, actively engages students, teachers, parents, the community and others in the school community; understands and can implement the ASCA and ARSCA model ADE: Standard 3 Student Development in Academic, Career, Personal/Social domains 3.1 Career development activity The student does not show comprehension of career development in the lifespan. Cannot apply Shows a limited understanding of career development as a lifespan process, can name at least one career Illustrates competence in career development as a lifespan process; links career development theory to practice; understands the role of Displays knowledge of career development through the use of career planning across the grade levels, links theory to practice, can show the use of at least two career
communicate with students, administrators, and coworkers. between interpersonal skills and success in life for students success in life for students; verbally and nonverbally communicates caring and interest in students; success in life for students; Promotes positive interpersonal relationships among students, families, school personnel, and community; Promotes developmentally and culturally appropriate human relations skills; Verbally and nonverbally communicates caring and interest in students; ADE: Standard 5 Collaboration and Consultation 5.1 Teacher workshop little or no effort to consult and collaborate with teachers Provides basic assistance and consultation with teachers Engages teachers in the counseling program; Seeks teacher consultation; Solicits responses from all teachers for a student’s success; Incorporates teacher into the developmental guidance program; Actively seeks teacher input; Educates teachers on the counseling program and effective strategies for student success; Conducts a program evaluation; Uses research to improve program effectiveness. 5.2 Parent workshop Makes little or no effort to consult and collaborate with parents; Does not contact parents. Responds to parent/guardian requests for student intervention; Makes basic efforts (phone call or email) to include parents in student achievement. Actively engages parents/guardians/family in school counseling program; encourages parental involvement in study habits and future planning; Actively engages parents/guardians/family in school counseling program; encourages parental involvement in habits and future planning; Coordinates a collaborative approach linking parents to teachers, administrators, and support personnel
Standard 6: Group Counseling 6.1 Group Counseling Plan Does not formulate a counseling plan; No direction for Non-specific topics; Minimal plan by subject area, e.g. divorce, body image Plans topics prior to group; Actively seeks input from other group members; Organizes topics to include all group members; Plans topics prior to group; Actively seeks input from other group members; Organizes topics to include all group members; Accounts for multicultural group members; Plans and administers assessment 6.2 Group Counseling Tape Counseling delivered in an unorganized directionless manner; No advance organizer Counseling occasionally wanders off counselor allows extraneous banter from other group members; Does not correct ineffective behavior of others. Counseling is Includes all members; Shows organization; Uses group members as support agents; Uses research as a basis for practice; Group selected by topic and type of group; Members screened for appropriateness of student to group; Counseling is topic-focused; Includes all members; Shows organization; Uses group members as support agents; Uses research as a basis for practice; details for students the importance of confidentiality and group cohesion; Uses an assessment of group. Standard 7 Counselor Internship 7.1 Evaluation of Intern by site supervisor Does not understand the role of counselors in comprehensive developmental guidance; makes culturally insensitive remarks or actions; violates Shows a basic understanding of the role of the school counselor; Has a basic knowledge of the ASCA and ArSCA model; Shows moderate skill in Has a theoretical and practical ability to articulate national and state standards; Is proficient in Academic, Career, and Personal/Social counseling; Promotes understanding of diversity; Knows Has a theoretical and practical ability to articulate national (ASCA) and (ArSCA) standards; Is proficient in academic, career, and personal/social, and crisis counseling; Promotes understanding of diversity; Knows counseling
ATTACHMENT C Faculty Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name Highest Degree, Field, & University Indicate the role of the faculty member Faculty Rank Tenure Track (Yes/ No) Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years Teaching or other professional experience in P-12 schools Jason Kushner Ph.D in Counselor Education and Supervision, University of Arkansas, 2006 Faculty Associate Professor Yes 42 presentations 11 publications International Journal editorial board Secretary: Arkansas Association for Counselor Education and Supervision Clinical Supervision, In-service participation, school counselor and teaching Certification: Guidance and Counseling PK-12; English 6-12. 8 years counseling experience. JoEllen McAdams Ph.D in Counseling and Development, Iowa State University, 1988 Faculty Associate Professor Yes US-DOE grant $3500 to study the effectiveness of dog-assisted reading instruction Transformative Learning book: contributing author 2010 Clinical Supervision, In-service participation, school counselor PPS credential (CA) Guidance and Counseling PK-12; 15 yrs experience schools. Dawn Harris Ed.D. in Counselor Education, Faculty Adjunct Faculty No Licensed Psychologist Licensed Counselor LPC/S