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Commission on Teacher Credentialing
Biennial Report 2014
(For Institutions in the Red, Yellow, and Indigo Cohorts Due Summer/Fall 2014)
Academic Years 2012-2013 and 2013-14
Institution California State University, Northridge
Michael D. Eisner College of Education
Date report is submitted June 30, 2014
Program documented in this report School Counseling Program
Name of Program School Counseling
Please identify all delivery options through Traditional
which this program is offered
(Traditional, Intern, Other)
Credential awarded Pupil Personnel Services Credential in
School Counseling
Is this program offered at more than one site? No
If yes, list all sites at which
n/a
the program is offered
Program Contact Dr. Tovah Sands
Title
Professor, co-coordinator of School Counseling program
Phone #
818-677-3197
March 2014
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2
E-Mail
tovah.sands@csun.edu
If the preparer of this report is different than the Program Contact, please note contact
information for that person below:
Name
Title
Phone #
E-mail
March 2014
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SECTION A – CREDENTIAL PROGRAM SPECIFIC INFORMATION
PART I – Contextual Information
The School Counseling Credential program is housed in the Department of Educational
Psychology and Counseling within the Michael D. Eisner College of Education (MDCOE), the
largest public college of education in the state of California. It has received national recognition
for its innovative approaches in preparing teachers, school administrators, school counselors, and
deaf studies professionals.
The Department of Educational Psychology and Counseling (EPC) is one of six departments in
the Michael D. Eisner College of Education. With 15 full time faculty members and 60 part time
faculty members, it is the largest graduate department in terms of Full Time Equivalent Status
(FTES) in the university, and one of the largest overall. Department faculty strive to establish a
student-centered learning environment. Faculty members are highly engaged in the development
of students as professionals and potential leaders in the field. Programs and coursework reflect
both a developmental life-span approach and an ecological perspective to theory, research, and
practice. Themes embedded throughout the curriculum include: diversity, information
competence, use of data , and accountability.
Briefly describe the School Counseling and School Counseling/MFT Programs
The School Counseling Program is a 55 semester unit program that prepares candidates for the
California State Pupil Personnel Services Credential with Specialization in School Counseling.
Candidates can further obtain a Masters degree in Counseling with Specialization in School
Counseling upon completion of a thesis, graduate project, or comprehensive exam. Both
programs are 55 semester units. Masters degree candidates take one or more courses for the
thesis, graduate project, or comprehensive exam for their culminating experience. The program
is designed to be completed by full-time students in two years. Candidates who are admitted to
the joint School Counseling/Marriage and Family Therapy (MFT) program first complete the
MFT portion of the coursework, and then complete the School Counseling Credential program,
taking fieldwork to complete the SC Masters degree in the third year. The program organizes
candidates into a cohort group that attends classes on Monday and Wednesday evenings 4 p.m.
to 10 p.m. Candidates begin fieldwork practicum experience in the first year of the program, in
the second program year, candidates organize their field experience at a different school level
(Elementary, Middle, High School) with a minimum of 200 hour required at each of two school
levels and a total of 100 hours of practicum and 600 hours of fieldwork required for program
completion .
Enrollments
Enrollments consist of candidates admitted to the School Counseling Masters degree/PPS
credential program and the numbers admitted to the joint School Counseling/Marriage and
Family Therapy (MFT) program. All these candidates are admitted to the Pupil Personnel
Services Credential (PPSC) Program in School Counseling. The School Counseling Master’s
degree program accept new applicants once a year in the Fall via a personalized interview and
selection process that is held in the Spring of the each year, and new students begin their
coursework in the following Fall semester. The program consistently admits between 20 and 25
School Counseling program
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candidates into the School Counseling Masters degree program, and four to six candidates
typically enroll in the joint School Counseling/MFT program. In the past few years, the School
Counseling Program faculty has increased their efforts in supporting candidates in completing
the Master degree within the two year expected period, and to subsequently immediately apply
for the PPS credential. The School Counseling- MFT program, on the other hand, is a total 3+
year program, although students may apply for the PPS credential after completing requirements,
typically after their third year in joint program. Students typically take an additional year time to
complete the required MFT hours for the State BBS, thus the number of students graduating
from the SC/MFT program and PPS credential fluctuates somewhat from year to year and may
differ from the number of candidates in a particular year’s cohort.
Program Specific Candidate Information
Numbers of candidates and completers/graduates for two years reported
2012-2013
2013-14
Number of
Number of
Number of
Number of
Completers/
Completers/
Candidates
Candidates
Graduates
Graduates
School Counseling
20
14
18
15
School Counseling/MFT
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7
10
4
8
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SECTION A – CREDENTIAL PROGRAM SPECIFIC INFORMATION
PART II – Candidate Assessment/Performance and Program
The following reflects the impact of program modification(s) undertaken in response to the
previous Biennial Report.
Changes Since Last Accreditation Activity (Biennial Report, Program Assessment or Site
Visit), with the approximate date changes were initiated.
Program Changes
Date
CSUN, Spring
2013
CSUN, 2013
Program/Course Modification
Approval for, and successful search for and hire of a full-time, tenure-track
school counseling program faculty member
SC program applicant selection procedures evaluated and modified
CSUN, 2014
Program modification proposals submitted to university curriculum review
to consolidate EPC 648 Consultation course with EPC 683 Collaboration
course, to avoid redundant curriculum, and thus allow for reintroduction of
of needed Law & Ethics for SC course, EPC 671
Added option of Comprehensive Exams in addition to Graduate Project and
Ethics as culminating experience of Masters’ Degree SC program.
CSUN, 2013
CSUN, 2013
Submitted to university curriculum review process proposal for modified
title of EPC 687 (Career Guidance, College Selection and Technology in
School Settings) to more accurately reflect course content for school
counselor preparation.
CSUN, 2013
Submitted to university curriculum review process proposal for modified
title of EPC 688 to more accurately reflect course content for school
counseling students, title Measurement and Assessment in Schools, to be
replaced by the title, Career Counseling in Schools.
By CSUN, 2014
Revised fieldwork manual for school counseling students to update and
more accurately represent the program.
Created and implemented internet-based guide for specific school sites for
student fieldwork ,and for site-supervisors of SC students engaged in their
fieldwork hours
By CSUN Spring,
2014
CSUN , 2014
Modify PPS Credential Completion form to more accurately reflect the
school counseling and PPS credential requirements
CSUN Spring,
Submitted to university curriculum review process proposal to re-instate the
2014
Law & Ethics course, EPC 671 for school counseling students
_______________ _____________________________________________________________
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CSUN, 2013
Revised sequence of courses for school counseling/MFT students to ensure
students begin by taking the Summer SC course, and complete the SC
program after finishing the MFT coursework, thus completing the SC
coursework 3 years after matriculating n the MFT/SC program
PART III – Analyses and Discussion of Candidate and Program Data
Each program provides analyses of the information provided in Section II. Note strengths and
areas for improvement that have been identified through the analyses of the data. Describe what
the analyses of the data demonstrate about your program relative to: a) candidate competence;
and b) program effectiveness.
PART IV – Use of Assessment Results to Improve Candidate
and Program Performance
Each program describes how it used the data from analyses of candidate assessments and
program effectiveness to improve candidate outcomes and program effectiveness. The focus of
this section should not be on the process employed by the institution to discuss changes
(although it can be mentioned briefly), but on the actual considered, proposed, or implemented
programmatic changes specific to the data. If proposed changes are being made, please connect
the proposed changes to the data that stimulated those modifications and to the Program and/or
Common Standard(s) that compels program performance in that area. If preferred, programs
may combine responses to Sections III (Analysis of the Data) with Section IV (Use of
Assessment Results to Improve Candidate and Program Performance) so long as all the required
aspects of the responses are addressed.
Modifications made to assessor selection, training, recalibration.
Candidate Assessment/Performance and Program Effectiveness Information
a) What are the primary candidate assessment(s) the program uses up to and through
recommending the candidate for a credential?
The School Counseling Assessment Plan lists all of the data that are collected and aggregated for
analysis at each of five transition points in candidates’ progress through the School Counseling
masters degree and PPS credential program. Instruments used in the PPS Credential program are
highlighted. Below is a list of instruments that are administrated electronically. For your
convenience passwords for accessing these forms are also provided. The only form that is not
accessible electronically to CTC reviewers is the Student Fieldwork Evaluation form, however a
copy is provided as an ADOBE attachment. The reason this particular form is not accessible to
CTC reviewers is that the Fieldwork Evaluation forms are protected by two passwords, one for
the student being evaluated, the other for each field site supervisor who completes the evaluation.
All other evaluations require only one password. Copies of these instruments are also included.
Please note that because the instruments were developed electronically, the formatting represents
what would be seen on a computer screen.
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It should be noted that course grades are included in these data because all of the courses in the
program have been aligned with the CTC Standards (see Matrix of Courses and Standards). As
course titles indicate, each course is designed to provide candidates with the opportunity to learn
and practice knowledge, skills and dispositions that are targeted toward specific standards. In
certain courses, such as the practica and fieldwork courses, fieldwork evaluations are submitted
by students’ field site supervisors. These evaluations form a significant portion of the course
grade. Students who do not perform in their practica or fieldwork are referred to the department
Student Affairs Committee and evaluated for recommendations for remediation.
All instruments were designed to assess specific competencies that are aligned with standards
(Please see the Competencies in School Counseling Matrix). To ensure fairness and reliability,
multiple observations of each candidate are conducted and compared. For example, in the
admissions process, each applicant is interviewed in a group setting by three to five persons.
Applicants respond to presented questions and are directed to respond to each other. One or two
group task discussions are presented and applicants are observed in the discussion. During this
interview process, each rater independently evaluates the applicant. At the end of each event, the
raters confer with one another and compare ratings. At the end of the entire applicant interview
process, the raters and program coordinators (who also have independently rated each applicant)
confer to agree on ratings and selection of applicants. At transition points 2 and 3, all candidates
are evaluated by all of their professors in conjunction with the Student Affairs Committee (SAC)
(see School Counseling Assessment Plan below). The SAC convenes and discusses the progress
of each candidate with program coordinators and faculty. Candidate evaluations are compared
and discussed and a decision is made as to whether the candidate may continue in the program.
At the end of the program, transition point 4, theses and graduate projects are rated by three
faculty and comprehensive exams by two faculty. Program faculty have participated in at least 3
training opportunities in the use of these rubrics. Data are currently being collected and will be
analyzed for reliability.
School Counseling Credential
Table 3
Transition Point 1
Entry to Program
Knowledge
(1) Undergrad GPA of
3.00 overall or score at
or above 50th percentile
on: (a) one of the three
GRE sections or (b)
Miller Analogies Test
(2) GPA of 2.5 or
higher in last 60 units
(3) Grade of “B-“ or
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Transition Point 2
Entry to Clinical
Practice
(1) GPA of 3.00 or
higher in program
courses
(2) Grade of “B” or
higher in EPC 643 and
EPC 655
Transition Point 3
Exit from Clinical
Practice
(1) 659CC and 659DC
Fieldwork Evaluations
(2) Grade of “B” or
higher in the following
EPC courses: 602, 648,
648L, 658, 658L, and
689.
Transition Point 4
Exit from Program
(1) GPA of 3.00 or
higher in all program
courses
(2) Credit in either EP
697 or EPC 698C.
(3) Comprehensive
Exam Rubric
or Thesis Rubric
or Project Rubric
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higher in all
prerequisite courses
Skills
(1) CBEST attempted
(2) Interview Review
(Summary) Scores
(3) Writing Proficiency
Exam score of 8 or
higher
Dispositions
(1) Disposition
Assessment for
New Candidates
(1) Grade of “B” or
higher in EPC 659A
and EPC 659B
(1) 659CC and 659DC
Fieldwork Evaluations
(2) Student
Advancement
Evaluation
(2) Grade of “B” or
higher in the following
EPC courses: 602, 648,
648L, 658, 658L, and
689.
(1) 659CC and 659DC
Fieldwork Evaluations
(1) GPA of 3.00 or
higher in all program
courses
(2) Comprehensive
Exam Rubric
or Thesis Rubric
or Project Rubric
(3) CBEST passed
(1) Disposition
Assessment for
Graduating Candidate
(2) Comprehensive
Exam Rubric
or Thesis Rubric
or Project Rubric
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School Counseling Program Transition Points and Assessments
To look at these, go to the website: http://classeval.csun.edu and enter the appropriate code:
Instrument
Pass code
Disposition Assessment for New Candidates
Disposition assessment for Graduating Candidates
Comprehensive Exam Scoring Rubric
Project Scoring Rubric
Thesis Scoring Rubric
QEPDISPS
QEPDISPF
QEPMC
QEPMP
QEPMT
The following instrument is electronically accessible only to students and fieldwork evaluators.
An ADOBE attachment includes a copy of the instrument.
School Counseling Student Evaluations
Description of Assessments:
(1) CBEST - The California Basic Educational Skills Test™ (CBEST®) was developed to meet
requirements of laws relating to credentialing and employment. This test requirement in no
way replaces any of the other requirements of subject matter knowledge, professional
preparation, and practice teaching or field experience used in the issuance of credentials. The
CBEST is designed to test basic reading, mathematics, and writing skills found to be
important for the job of an educator; the test is not designed to measure the ability to teach
those skills.
(2) Interview - From the total pool of applicants, about 90% are selected to attend the interview. The
interview procedure consists of individual interviews in a small group (5-7) context, 2 group tasks
where participants are observed in interacting and communicating with each other and taking on
leadership roles, and a writing assignment to assess written expression and writing skills.
(3) Writing Proficiency Exam - The Trustees of the California State University have directed that "all
students entering the CSU System . . . be required to demonstrate their proficiency with regard to
writing skills as a requirement for graduation." The examination shall consist of an essay on an
assigned topic evaluated by the faculty.
4) EPC Writing Assessment
Candidate writing ability is assessed in the Personal Statement that is submitted as part of the
application. Writing ability is also assessed in the Interview where applicants are required to write an
essay in response to data on the underachievement of students of color and students from low income
families.
(5) Disposition Assessment for new candidates (QEPDISPS)
Disposition Assessment for completing candidates (QEPDISPF)
New and graduating candidates are required to complete an on-line version of dispositions. The
assessment covers twelve dispositions.
(6) Student Advancement Evaluation Form
An evaluation of candidate knowledge, skills and dispositions provided by the each candidate's
practicum course instructor and two additional instructional faculty who are familiar with the
candidate's work.
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(7) Fieldwork Evaluation form FWEPCSC
Fieldwork supervisors complete the on-line evaluation of candidates at the end of each semester. A
copy of the evaluation is turned in to the fieldwork course instructor.
(8) Program Follow-Up Survey – Candidates
A 19-item Follow-Up Survey that assesses graduates' self-perceptions of knowledge, skills and
dispositions before and after the program is sent to graduates electronically.
Graduates are also asked to complete follow-up surveys on their Perceptions of the Program and the
Quality of Student Services.
(9) Program Follow-Up Survey – Employers
Employers of program graduates are asked to complete an 11-point survey assessing the graduate
under their employ on knowledge, skills and dispositions. The survey is sent and received
electronically.
Please see Appendix A CACREP report for a list of courses and descriptions
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ASSESSMENT DATA
TRANSITION POINT 1: Entry to Program
Standard 1e Knowledge and Skills for School Counselors
Performance assessments for Transition Point 1, Program Entry/Admission, include the
undergraduate grade-point average, undergraduate major field of study, grades in pre-requisite
courses, and the Applicant Interview.
Grade Point Average at Admission. A GPA of 3.0 or better is required for admission to the
University Graduate Division. Applicants with GPAs below 3.0 must attain a 50% score or
better on the Graduate Record Examination or the Millers Analogies Test. In rare cases the score
on the GRE/MAT may be waived given successful performance (i.e. grade of B or better in the
first program course (EPC 682: Foundations of School Counseling) offered in the first summer
session and grades of B or better in courses in the first semester (i.e. EPC 659A, EPC 643, EPC
655, EPC 605) and approval by a faculty member and the Department Graduate Coordinator.
GPA is considered a measure of candidate general knowledge.
Application Evaluation. Applications are reviewed by a school counseling program coordinator.
Coordinators rate applicants on their experience in working with children and families,
leadership and multicultural experience. They also rate references and evaluate applicants'
personal statements of purpose on writing skills and content.
Major Field of Study. Major fields of study pertinent to work as a school counselor include the
human service areas of psychology, education, child development and sociology. Candidates
with undergraduate majors in these fields are considered more knowledgeable and prepared for
graduate work in school counseling.
CBEST. Candidates are required to take the CBEST before entering the program. While the
program does not have data on the number who pass the CBEST prior to admission, the majority
of candidates pass the examination prior to entrance. To qualify for the credential (Transition
Point 4), candidates must pass all sections of the CBEST.
Grades in Prerequisite Courses. Candidates are required to take three prerequisite courses:
Statistics (EPC 600: Educational Statistics or equivalent), Child Development (EPD 430:
Development and Learning in Early Childhood Education or equivalent), and Fundamentals of
Counseling (EPC 451) or equivalent. Grades in these courses are considered in decisions for
entry/admission.
Applicant Interview. All applicants participate in the Selection Interview process. The process
consists of interviews in a small group context (5-7 individuals), observations of small group
tasks and a writing assignment. Interview questions assess knowledge and experience in
leadership and advocacy, knowledge of the field of school counseling, cross cultural awareness,
social and interpersonal skill, knowledge of learning and flexibility/adaptability.
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1.g. Dispositions
Candidates are asked to complete assessments of dispositions once they have been accepted into
the program. Overall, candidates show concern that they are prepared to a high level of skills to
enter the profession, have knowledge of the subject matter, evidence skill in critical thinking
and reflection in their work, show mature judgment, demonstrate effectiveness in working with
others, demonstrate empathy, respect and congruence, and be able to work in a culturally
appropriate manner with diverse peoples.
TRANSITION POINT 2: Transition to Field Practice
Knowledge and skills for school counseling candidates are assessed through grades in graduate
courses. Candidates must maintain a Grade Point Average of 3.0 or higher in program courses
and attain a grade of "B" or better in EPC 643 (Counseling in Cross Cultural Settings) and EPC
655 (Theories of Counseling). Skills are particularly assessed in EPC 659A - Practicum:
Communication and EPC 659B - Practicum: Skills. Candidates must attain a grade of "B" or
better in these courses. Currently, we don't have this data tabulated, but note that over the past 3
years, there have been no school counseling candidates who have not met this criteria.
Towards the end of the Spring semester (week 11 of 15 weeks), candidates are required to have
three Student Advancement Evaluation (SAE) forms (See Appendix C) completed by three
different faculty members who teach courses in the school counseling program. This includes
part-time faculty. The evaluations address a range of knowledge, skills, and dispositions along
with one area of student learning. Evaluations are turned in to instructors of the Practicum course
(EPC 659A) who meet with members of the Student Affairs Committee to discuss each
candidate. Favorable evaluations must be received in order for candidates to be allowed to
progress into fieldwork the next academic year. Poor evaluations (e.g. candidates rated 2 or
below on several items) are reviewed by the committee with recommendations made for
remediation, delay in the program or withdrawal.
Standard 1e: Knowledge and Skills for School Counseling Candidates
As noted above, grades in graduate courses provide an assessment of candidate knowledge and
skills relevant to school counseling.
Several items on the SAE address candidate knowledge and skills. Counseling skills include
positive regard, empathy, congruence and self-disclosure. Overall, mean ratings showed
candidates to be knowledgeable and skilled in the areas of concern to professional practice in
school counseling.
Standard 2f: Student Learning for School Counseling Candidates
Two items on the SAE address student learning. Candidates are rated on their ability to critique
and reflect on their interactions with other candidates in courses and demonstrate understanding
of the diversity of students, families and communities in EPC 643 (Counseling in Cross Cultural
Settings) and EPC 659A/B (Practicum in Counseling). In addition, candidates demonstrate their
ability to understand and build on the developmental levels of students with whom they work
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and apply strategies for improving student learning in their practicum field work in the first year.
The related item that evaluates this is "Individual and Group Assessment." Course instructors
discuss their practicum experience in several courses. All mean ratings are considered to show
candidates are strong in demonstrating ability to improve student learning.
Standard 2.g: Professional Dispositions for School Counseling Candidates
Several items on the SAE reflect professional dispositions. Counseling skills of Positive Regard,
Empathy, Congruence and Self-Disclosure have been noted as areas of skill, but they also reflect
dispositions that are expected of professional educators as delineated in professional, state and
our own institutional standards. Cross Cultural Counseling and Human Diversity also reflects a
professional disposition that candidates need to display in working with the diversity of students
and school personnel in local schools.
TRANSITION POINT 2: Transition to Field Practice
Knowledge and skills for school counseling candidates are assessed through grades in graduate
courses. Candidates must maintain a Grade Point Average of 3.0 or higher in program courses
and attain a grade of "B" or better in EPC 643 (Counseling in Cross Cultural Settings) and EPC
655 (Theories of Counseling). Skills are particularly assessed in EPC 659A - Practicum:
Communication and EPC 659B - Practicum: Skills. Candidates must attain a grade of "B" or
better in these courses. Currently, we don't have this data tabulated, but note that over the past 3
years, there have been no school counseling candidates who have not met this criteria.
Towards the end of the Spring semester (week 11 of 15 weeks), candidates are required to have
three Student Advancement Evaluation (SAE) forms (See Appendix C) completed by three
different faculty members who teach courses in the school counseling program. This includes
part-time faculty. The evaluations address a range of knowledge, skills, and dispositions along
with one area of student learning. Evaluations are turned in to instructors of the Practicum course
(EPC 659A) who meet with members of the Student Affairs Committee to discuss each
candidate. Favorable evaluations must be received in order for candidates to be allowed to
progress into fieldwork the next academic year. Poor evaluations (e.g. candidates rated 2 or
below on several items) are reviewed by the committee with recommendations made for
remediation, delay in the program or withdrawal.
Standard 1e: Knowledge and Skills for School Counseling Candidates
As noted above, grades in graduate courses provide an assessment of candidate knowledge and
skills relevant to school counseling.
Several items on the SAE address candidate knowledge and skills. Counseling skills include
positive regard, empathy, congruence and self-disclosure. Overall, mean ratings showed
candidates to be knowledgeable and skilled in the areas of concern to professional practice in
school counseling.
Standard 2f: Student Learning for School Counseling Candidates
Two items on the SAE address student learning. Candidates are rated on their ability to critique
and reflect on their interactions with other candidates in courses and demonstrate understanding
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of the diversity of students, families and communities in EPC 643 (Counseling in Cross Cultural
Settings) and EPC 659A/B (Practicum in Counseling). In addition, candidates demonstrate their
ability to understand and build on the developmental levels of students with whom they work
and apply strategies for improving student learning in their practicum field work in the first year.
The related item that evaluates this is "Individual and Group Assessment." Course instructors
discuss their practicum experience in several courses. All mean ratings are considered to show
candidates are strong in demonstrating ability to improve student learning.
Standard 2.g: Professional Dispositions for School Counseling Candidates
Several items on the SAE reflect professional dispositions. Counseling skills of Positive Regard,
Empathy, Congruence and Self-Disclosure have been noted as areas of skill, but they also reflect
dispositions that are expected of professional educators as delineated in professional, state and
our own institutional standards. Cross Cultural Counseling and Human Diversity also reflects a
professional disposition that candidates need to display in working with the diversity of students
and school personnel in local schools.
Fieldwork Evaluation – A & B Practicum
TRANSITION POINT 3: Exit from Clinical Practice
Candidates are evaluated as they complete each semester of fieldwork by field site supervisors
using the School Counseling Fieldwork Evaluation Form (See Appendix D). Candidates must
enroll in fieldwork courses (EPC 659C and EPC 659D) while engaged in field practice. This
evaluation provides an assessment of candidate knowledge, skills and dispositions. In addition,
knowledge and skills are assessed by means of course grades. Candidates must maintain a Grade
Point Average of 3.0 or higher in program courses and attain a grade of "B" or better in EPC 602
(Research Principles), EPC 648 (Consultation with Parents, Teachers and Other Human Service
Professionals), EPC 658 and 658L (Group Counseling and Laboratory), and EPC 689
(Leadership in School Counseling). Skills are particularly assessed in EPC 659C and EPC 659D
- Fieldwork in Counseling. Candidates must attain a grade of "B" or better in these courses.
Currently, we don't have this data tabulated, but note that over the past 3 years, there have been
no school counseling candidates who have not met this criteria. Candidates must complete 100
hours of practicum and 600 hours of fieldwork. Candidates are required to have a minimum of
200 hours of fieldwork at each of two school levels (Elementary, Middle, High School). Logs of
fieldwork hours must be completed and turned in to the Fieldwork course instructor.
Standard 1e: Knowledge and Skills for School Counseling Candidates
Data on the Fieldwork Evaluation are presented. This data shows overall improvement of
candidates in knowledge and skill areas based on the Fieldwork Evaluation. All mean ratings for
items pertaining to knowledge and skills for school counselors were strong showing candidates
performed as expected or above expectations. Tables 5A and 5B present supervisor evaluation of
first year Practicum candidates. The electronic evaluation was used for this first time in Spring
2009 for this group.
Standard 1f: Student Learning in School Counseling Candidates
Three items on the Fieldwork Evaluation Form assess Student Learning - Advocacy; Learning,
Achievement and Instruction; and Use of Data. Candidates have demonstrated that they have
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worked as advocates to promote student learning and achievement and have used data to assess
gains students have made through their work. It is interesting that candidates received their
highest ratings in Advocacy which is one of the core areas the program stresses in the program
for helping students learning and achieve at high levels.
Standard 1g: Dispositions for School Counseling Candidates
Three items on the Fieldwork Evaluation Form address dispositions of candidates in their school
counseling fieldwork practice - Professional Attributes and Leadership. Professional attributes
examine responsibility, reliability, acting ethically and relationship with supervisors. Leadership
as a disposition is looking at showing initiative and leadership. Overall, these ratings give
evidence of candidates having solid dispositions toward working as professionals and leaders in
schools.
TRANSITION POINT 4: Exit from Program
Candidates are evaluated upon exiting from the program and applying for the California Pupil
Personnel Services Credential in School Counseling. A School Counseling Program Coordinator
meets with all candidates at least 1 month prior to program completion to explain the information
and forms that must be completed in order for the program to recommend the candidate for the
PPS Credential. Candidates fill out the Confirmation of Program Completion Form (See Student
Handbook and Fieldwork Manual in CACREP Program Document). Candidates then meet
individually with a School Counseling Program Coordinator to review the form and cross check
the form with an updated transcript showing all program courses have been successfully
completed and that the candidate has maintained a Grade Point Average of B or better. GPAs of
exiting candidates have not been tabulated, but no candidates have failed to show a sufficient
GPA in the last three years. Fieldwork logs (See Handbook in CACREP Program Document) are
presented in this meeting and must show that the candidate has completed 100 hour of practicum
and 600 hours of fieldwork with signatures from an appropriately credentialed school counselor.
Fieldwork Agreement Forms for each school placement are also required, as are Fieldwork
Evaluation Forms and Fieldwork Experience Evaluations, and students must also complete the
Disposition Assessment for Graduating Candidates The School Counseling Program coordinator
signs n approval the Confirmation of Program Completion Form, and walks to personally meet
with the Advisor of the Credential Office at CSUN. At this meeting, the Credential Advisor
receives the Program Completion Form, checks to see that the candidate has passed the CBEST,
and that required clearances have been submitted, and that the application for the PPS Credential
is completed. With these documents, the Credential Office then sends a letter to the Commission
on Teacher Credentialing recommending the candidate be awarded the PPS Credential in School
Counseling. Candidates completing the Masters degree program in School Counseling must, in
addition to the above, must show a Credit grade in EPC 698 (Thesis/Graduate Project) or
EPC 697 (Comprehensive exams).
Standard 1e: Knowledge and Skills for School Counseling Candidates
Knowledge and skills for school counseling candidates are assessed through grades in graduate
all courses. Candidates must maintain a Grade Point Average of 3.0 or higher in program
courses. Currently, we don't have this data tabulated, but note that over the past 3 years, there
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have been no school counseling candidates who have not met this criteria. Knowledge and skills
are particularly assessed in review of Fieldwork Evaluation Forms.
Standard 1g: Dispositions for School Counseling Candidates
Candidate dispositions are assessed at program completion with the Disposition Assessment for
Graduating Candidates. Candidates go to: http://classeval.csun.edu ; type in the password:
epcdispf, and complete the assessment.
TRANSITION POINT 5: Follow-Up
Follow-up assessments have been devised and implemented at one and two years after
completing the program that assesses candidate knowledge, skills and dispositions.
SECTION B
INSTITUTIONAL SUMMARY AND PLAN OF ACTION
This section reflects the institution’s review of the reports from all Commission-approved
educator preparation programs within that institution. The summary is submitted by the unit
leader: Dean, Director of Education, Superintendent, or Head of the Governing Board of the
Program Sponsor. The unit leader must provide verification that s/he has read the Biennial
Reports and responded to this section by completing the information in the table below:
I hereby signify my approval to transmit this document to the
Commission on Teacher Credentialing
Name/Title:
Contact Information:
Date:
1) If you have a one-page graphic of your unit assessment system, please provide it. If not,
please briefly outline your system.
2) To support the documentation of your system in action, please provide a table that shows a
sample of the actions the unit has taken in the past two years and link the action with the data and
analysis that led to the action. If your institution only offers one approved educator preparation
program, this information may have been provided in Section A. Do not repeat the information
here, instead please refer the reader back to Section A. (Sample table provided below.)
3) Please note any implications for your institution related to the Common Standards based on
the data presented in this Biennial Report. This will require a review of the information
presented in the Biennial Report with the concepts in the Commission’s Common Standards (1Leadership, 2-Unit and Program Assessment and Evaluation, 3-Resources, 4-Faculty and
Instructional Personnel, 5-Admission, 6-Advice and Assistance, 7-Field Experience, 8-District
Employed Supervisors, and 9-Candidate Assessment). (Sample table provided below.)
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15
2) Documentation of the Unit Assessment System Based on Analysis of Data
2012-13 and 2013-14
Action Taken
Date
Data Source(s)
Analysis leading to the Action
3) Common Standard Implications
Fall 2014
Identified Issue
Program(s)
Involved
State of California
California State University, Northridge
Michael D. Eisner College of Education
Educational Psychology and Counseling
[Type text]
Area of Strength or
Area to Improve
Applicable Common
Standard (s)
16
Candidate Demographics at Entry to Program
School Counseling
Fall 2012
Fall 2012
Demographic
(N=24)
GENDER
Female
91.7%
Male
8.3%
ETHNICITY
African American
9.5%
Asian
14.3%
Hispanic
42.9%
White
33.3%
Native American
0%
AGE
Under 25
66.7%
26-29
29.2%
30-39
0%
40 and over
4.2%
GPA
3.50 – 4.00
100%
3.00 – 3.49
0%
2.50 – 2.99
0%
2.00 – 2.49
0%
[Type text]
17
Fieldwork Evaluation – B Practicum
School Counseling
Spring 2013
CTC Standard
NCATE
Standard
Professional Attributes
Competence in Multicultural and Human Relations
Knowledge of Schools
Coordination & Collaboration
Family Involvement & Support
Academic Development
Personal & Social Development
Career Development
Use of Technology
Advocacy
Learning, Achievement, & Instruction
Use of Data
Program Development
Team Building
Leadership
School Violence
Professional Competencies
1.g
1.e
1.e
1.e
1.e
1.e
1.g
1.e
1.e
1.f
1.f
1.f
1.e
1.e
1.g
1.e
1.g
Spring 2013
(EPC 659B)
Mean
N
4.61
4.30
4.22
3.81
4.13
4.22
4.04
3.67
4.09
4.18
4.28
3.67
4.43
4.08
4.13
3.62
4.45
23
23
23
21
23
23
23
18
23
22
18
15
14
13
16
21
22
Notes: 1=No Competence, 2=Minimal Competence, 3=Adequate Competence, 4=More than adequate competence,
5=Excellent Competence
[Type text]
18
Fieldwork Evaluation – C & D Practicum
School Counseling
Fall 2012 and Spring 2013
CTC Standard
NCATE
Standard
Professional Attributes
Competence in Multicultural and Human Relations
Knowledge of Schools
Coordination & Collaboration
Family Involvement & Support
Academic Development
Personal & Social Development
Career Development
Use of Technology
Advocacy
Learning, Achievement, & Instruction
Use of Data
Program Development
Team Building
Leadership
School Violence
Professional Competencies
1.g
1.e
1.e
1.e
1.e
1.e
1.g
1.e
1.e
1.f
1.f
1.f
1.e
1.e
1.g
1.e
1.g
Fall 2012
(EPC 659C)
Mean
N
Spring 2013
(EPC 659D)
Mean
N
4.79
4.85
4.42
4.34
4.37
4.63
4.44
4.35
4.63
4.68
4.52
4.17
4.32
4.50
4.41
4.11
4.66
4.86
4.81
4.76
4.71
4.48
4.69
4.61
4.46
4.77
4.78
4.53
4.62
4.63
4.61
4.49
4.45
4.74
34
34
33
29
27
32
27
23
32
31
25
23
19
22
29
19
32
Notes: 1=No Competence, 2=Minimal Competence, 3=Adequate Competence, 4=More than adequate competence,
5=Excellent Competence
[Type text]
37
37
37
35
33
36
31
28
35
36
30
29
30
31
35
29
35
19
Disposition Assessment of Graduating Candidates
School Counseling
Spring 2013
Spring 2013
NCATE
Standard
Mean
N
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 while 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
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 wellbeing, 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
It is important that graduate students:
Develop and apply expertise in their fields of study.
Develop skills necessary to assess and evaluate individuals and groups.
Notes: 1 = Not important, 2 = Somewhat important, 3 = Very important, 4 = Critically important, 5 = Highest
priority
[Type text]
20
Candidate Fieldwork Experience Evaluation
School Counseling
Spring 2013
Please rate how well your field experience/clinical
practice this semester helped you to:
NCATE
Standard
Spring 2013
Mean
N
1.1 Deepen knowledge in my discipline
3.b
4.64
28
1.2 Create an environment where students will achieve
state-adopted academic standards
3.b
4.50
28
1.3 Employ inclusive practices
3.b
4.54
28
1.4 Reflect on my own practice
3.b
4.75
28
1.5 Exhibit ethical and caring behavior
3.b
4.79
28
3.b
4.68
28
2.1 Clarity of expectations for fieldwork responsibilities
3.c
4.61
28
2.2 The opportunity to apply what I learned in my
program coursework.
3.c
4.61
28
2.3 The opportunity to use technology.
3.c
4.36
28
2.4 The opportunity to implement and assess strategies
for improving student learning.
3.c
4.39
28
2.5 The opportunity to reflect on my practice.
3.c
4.64
28
2.6 The opportunity to demonstrate the knowledge, skills
and dispositions in the professional role for which I am
preparing.
3.c
4.54
28
2.7 Feedback to help me improve my practice.
3.c
4.56
27
1.6 Collaborate with peers, colleagues, and/or other
professionals
Please rate the following aspects of your field
experience:
Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Out
Fieldwork Placement Information for Online Evaluation
The Department of Educational Psychology and Counseling is requesting the following
information from you so that your fieldwork supervisor may submit the required evaluation of
your performance via the online CSUN Data Warehouse system. Please answer the questions
below. Submit the form back to your practicum instructor or to the Department Office.
[Type text]
21
STUDENT INFORMATION
NAME: ________________________________________________________________
CLASS: EPC ___________________
INSTRUCTOR _______________________
STUDENT EMAIL: _________________________
FIELDWORK PLACEMENT INFORMATION
SUPERVISOR NAME: ____________________________________________________
FIELDWORK SITE: ______________________________________________________
ADDRESS: _____________________________________________________________
SCHOOL DISTRICT: (if appropriate) __________________________________________________
PHONE:
_______________________________
EMAIL:
_______________________________
THANK YOU
[Type text]
22
[Type text]
23
APPENDIX A
SELECTION MATERIAL
RATING FORM - SCHOOL COUNSELING STUDENT APPLICATIONS
NAME_____________________________________________________________
REVIEWER NAME:_________________________________________________
GRADES (GPA)
3.7+
3.3+
3.0+
2.5+
GRE (V/Q)
1200+
1000+
800+
600>
2 of 3
1 of 3
0
2.0+
EXPERIENCE
3 of 3
•
Work with Children and Families
Experience working with children and families; experience working in a public school setting as a
teacher or related occupation; experience employed full time in a non-public school or clinical setting.
•
Leadership
Experience serving as manager or director of a business or program (e.g. summer camp); experience
leading a group program or classroom; program development experience including implementation;
teaching experience with children and/or adults.
•
Multicultural experience
Experience working with a variety of cultural and ethnic groups particularly groups different from
one’s own ethnicity and culture.
REFERENCES
3
2 strong letters
2
At least one strong
letter
1
0
Acceptable letters
Weak letters
COMMENTS:
STATEMENT OF PURPOSE
3
2
Writing Skills
____ Excellent
____ Above Average
____ Average
____ Below Average
[Type text]
1
0
Content
____ Excellent
____ Above Average
____ Average
____ Below Average
24
3 – Excellent writing sample; well stated goals; special skills or experiences related to education or
psychology; leadership and multicultural experience; concern or focus on helping students learn and
achieve.
2 - Above average writing sample; stated goals; either special skills or experiences related to education
or psychology; or leadership and multicultural experience; no particular concern or interest expressed
in helping students learn and achieve.
1 – Average writing sample; unclear goals; primary interest in mental health counseling, no special
interest in education or psychology or leadership or multicultural experience.
0 - Below average writing sample; no goals stated; no experiences relevant to education or psychology;
no leadership or multicultural experience noted.
INTERVIEW
Leadership Potential
Multicultural Sensitivity
Sense of Purpose
Advocacy Experience
Flexibility/Adaptability
Knowledge of the Field
Overall Rating
[Type text]
3
3
3
3
3
3
Excellent
2
2
2
2
2
2
Above
Average
1
1
1
1
1
1
Average
0
0
0
0
0
0
Below
Average
3
2
1
0
25
APPENDIX B
EPC 659B STUDENT ADVANCEMENT EVALUATION FORM
Department of Educational Psychology and Counseling
Michael D. Eisner College of Education
California State University, Northridge
Practicum Instructor: _______________________ Student: ___________________________
659 A/B Teaching Assistant: ________________
Supervisor/Mentor __________________
Student completes information above this line.
Evaluator completes information below this line.
Evaluator’s Name (printed): ____________________________
Evaluator’s e-mail address: ________________________________ Phone: (
)___________________
Evaluator’s Signature: _______________________________ Date:
(Circle One) Supervisor/Mentor
Location _________________________
or
Course Instructor
Course Number __________________
Please return to Practicum Instructor or to the Department Office by Monday, April 27, 2009.
BASIC COUNSELING/RELATIONAL SKILLS*
Based on direct observation, please indicate the level (1 to 5, 5 = highest level) at which the student
(S)
normally functions in counseling his/her clients (C) by circling a number. Please skip to the “General
Knowledge and Skills” section, if you have not directly observed counseling skills.
1. POSITIVE REGARD: Ability to respect the personhood of each individual and believe that all
people have inherent worth. Individual is never rejected, although a person’s actions may be
confronted.
1 = S shows a complete lack of respect for C’s feelings, experiences and potentials; they are not
even worthy of consideration.
2 = S shows little respect for C’s feelings, experiences and potentials. May respond mechanically
or ignore many obvious clues.
3 = In many ways, S shows a positive respect and concern for C’s feelings, experiences and
[Type text]
26
potentials.
4 = S shows a very deep respect and concern for C. Enables C to feel free to be her/himself and
to feel her/his value as an individual.
5 = S shows the very deepest respect and caring for C. S/he is fully committed to C’s value as an
individual.
N/A = Not able to assess
EPC 659B Evaluation
Page 2 of 5
2. EMPATHY: Ability to understand another person’s communications (i.e., feelings, worldview, beliefs, values experiences, and goals).
1 = S shows no awareness of C’s obvious feelings. S detracts significantly from C’s
communications. S is bored disinterested or prejudiced.
2 = S shows some awareness of C’s obvious surface feelings but responds to something other
than what C is expressing.
3 = S reflects accurately C’s expressed surface communications but doesn’t show understanding
of C’s deeper feelings.
4 = S feeds back C’s feelings noticeably enriched, at a level deeper than C could express them.
5 = S is fully attuned to C’s wavelengths at all levels. They can readily explore all untouched
regions together.
A = Not able to assess
3. CONGRUENCE: Ability to be completely genuine with others; i.e., verbal and nonverbal
messages are not in conflict, and reactions are in the here and now and do not hide
behind the façade of the professional role.
1 = S either speaks in a manner unrelated to her/his feelings or his/her genuine expressions are
used only for destructive purposes.
2 = S either speaks in a manner unrelated to her/his feelings or s/he can’t use her/his negative
genuine expressions constructively – s/he acts a role.
3 = S seems to make appropriate, sincere responses, but shows no real involvement with C.
4 = S responds sincerely with many of her/his own feelings and uses all responses constructively
whether they are positive or negative.
5 = S is freely and deeply her/himself with S. Uses all responses as a means to open further
areas of exploration for S and C.
N/A = Not able to assess
4. SELF-DISCLOSURE: Ability to volunteer unique personal information that is relevant to
the client’s situation.
1 = S actively tries to conceal her/his own feelings and personality. Any self-revelation s/he
makes shows her/his indifference to C’s needs. Or, S shares highly personal material that
is not relevant to C’s situation and may be a burden to C.
2 = S only responds to direct questions about her/himself, and then only briefly and with a
minimum of information. Never volunteers such information. Or, S shares highly personal
material that may be somewhat relevant to C’s situation, but may be a burden to C.
3 = S volunteers moderate personal information about her/himself (e.g., her/his reaction to what C
is presenting) that may be somewhat relevant to C, but it is often vague and doesn’t reveal
anything that is unique about her/him.
4 = S freely volunteers in a constructive way moderate information about her/his feelings,
[Type text]
27
experiences and beliefs, revealing her/himself as a unique individual.
5 = S freely volunteers in a constructive way moderate information about her/himself that reveals
her/himself as a unique individual and is meaningful and highly relevant to C’s situation.
N/A = Not able to assess
*Modified from Carkhuff and Martin Scale (1967), using recent research findings as cited by Young (2003) and experience as
psychotherapist and counselor educator
[Type text]
28
EPC 659B Evaluation
Page 3 of 5
GENERAL KNOWLEDGE AND SKILLS
For each of the areas below, please evaluate the student compared to other students at the same
level of training. Add comments to highlight both areas of strength and those needing
improvement.
Rating Scale
1 – EMERGING
Little evidence of understanding concepts or demonstration of
skill; lacking consistency;
2 – PROGRESSING
Understanding of concepts and uneven demonstration of skill
3 – SATISFACTORY
Acceptable understanding and demonstration of skill
4 – CONSISTENT (TARGET)
skill
5 – EXCEPTIONAL
Consistent high level of understanding and demonstration of
High level of understanding and integration of skill;
demonstrated independence, insight, and creative application
N/A Not able to assess at this time or in this area
5. COUNSELING THEORIES
1
2
3
5. COUNSELING
THEORIES
1
2
3
4
5
N/A
a. Recognizes historical development of counseling theories
4
5
N/A
b. Identifies basic counseling theories
a.
historical
development
counseling theories
c. Recognizes
Applies theoretical
material
to caseofstudies
b.
basicingredients
counselingthat
theories
d. Identifies
Understands
engender change behaviorally, cognitively, and affectively
c. Applies theoretical material to case studies
d. Understands ingredients that engender change behaviorally, cognitively, and affectively
COMMENTS:
COMMENTS:
6. HUMAN DEVELOPMENT
1
2
3
4
5
N/A
a. Identifies individual development and transitions across the lifespan
b. Applies theories of learning and personality development to case studies
COMMENTS:
7. CROSS-CULTURALCOUNSELING HUMAN DIVERSITY
a.
b.
c.
d.
e.
1
2
3
4
5
Recognizes, understands, and respects the complexity of socio-cultural diversity
Recognizes the issues of diversity that impact the counseling environment
Identifies the impact of own gender, culture, ethnicity, age, and beliefs on the therapeutic process
Provides unbiased counseling environment when client’s values or beliefs are different from own
Applies strategies consistent with client’s values and beliefs
COMMENTS:
[Type text]
N/A
29
EPC 659B Evaluation
Page 4 of 5
8. INDIVIDUAL AND GROUP ASSESSMENT
1
2
3
4
5
N/A
a. Knows basic concepts of standardized and non-standardized testing
b. Applies strategies for selecting, administering, and interpreting assessment and evaluation
instruments
COMMENTS:
9. RESEARCH PRINCIPLES
1
2
3
4
5
N/A
a. Locates, critically evaluates, and describes applications of research and other literature
relevant to field of study.
b. Defines research methods, such as qualitative, quantitative, single-case
c. Uses technology and statistical methods in conducting research
d. Reviews research to improve counseling effectiveness
COMMENTS:
10. SCHOLARSHIP
1
2
3
4
5
N/A
a. Demonstrates basic and research information competence skills, including technological
competence
b. Demonstrates competence in communication skills
c. Demonstrates competence in writing mechanics
d. Demonstrates competence in writing skills
COMMENTS:
11. ETHICS
1
2
3
4
5
N/A
a. Demonstrates knowledge of ethical issues
b. Demonstrates critical thinking and appropriate legal and ethical responses when presented
with case studies involving legal and ethical dilemmas in the field.
c. Maintains appropriate therapeutic boundaries
d. identifies personal reactions/countertransference issues that could interfere with the
therapeutic process
e. Identifies personal limitations that require outside consultation
COMMENTS:
[Type text]
30
12. PERSONAL QUALITIES
a.
b.
c.
d.
e.
f.
g.
1
2
3
4
5
N/A
Demonstrates self-awareness
Copes with personal problems and stresses
Recognizes personal limitations
Motivated to learn and grow
Demonstrates integrity
Shows initiative
Relates amicably with faculty, peers, and clients/students
COMMENTS:
13. PROFESSIONALISM
1
2
3
4
5
N/A
a. Demonstrates punctual and responsible behavior
b. Dresses appropriately for counseling/work setting
c. Develops positive relationships with professional colleagues (i.e., other students)
d. Collaborates positively with professional colleagues
e. Maintains timely and orderly paperwork
f. Adheres to agency/school policy
g. Belongs to professional organizations
h. Carries liability insurance
i. Adheres to professional ethical standards
COMMENTS:
[Type text]
31
APPENDIX C
Educational Psychology and Counseling
School Counseling Fieldwork Evaluation Form
Please rate the candidate's competence in the various areas specified. Competence is defined by his/her ability to perform the
various functions:
1: No Competence
2: Minimal Competence
3: Adequate Competence
4: More than Adequate Competence
5: Excellent Competence
1.
Professional Attributes
Student is responsible, reliable, punctual; consistently attends fieldwork and documents fieldwork activities; adheres to
ethical standards of the profession; relates openly with supervisor, accepts criticism, implements suggestions; maintains
professional appearance, judgment and behavior, consults with other professionals in the school setting.
2.
Competence in Multicultural and Human Relations
Sensitive to, knowledgeable and respectful of students and family members from diverse backgrounds and their educational
needs; relates effectively with diverse cultural and ethnic people and groups; demonstrates an appreciation for ethnic and
cultural diversity.
1
1
2
2
3
3
4
4
5
5
N/A
N/A
3.
Knowledge of Schools
Demonstrates knowledge about school organization and structure, school and community resources, and intervention
programs that increase student learning and achievement.
4.
Coordination and Collaboration
Demonstrates knowledge and skill in collaborating and coordinating services with education and community professionals
in addressing the needs of students and their families.
5.
Family Involvement and Support
Demonstrates ability to involve and work with parents and families in supporting student personal, social, career and
academic development.
6.
Academic Development
Demonstrates ability to identify student barriers to learning including bias educational equity and opportunity; demonstrates
knowledge of requirements for promotion, retention, graduation, and grade level standards; demonstrates skill in advising
and motivating students and teaching strategies to increase learning and achievement.
7.
Personal/Social Development
Demonstrates ability to assess personal risk and intervene in crisis situations to prevent suicide and reduce stress;
demonstrates skill in counseling students regarding personal and social concerns and issues; demonstrates skill in providing
group counseling and implementing programs that improve the social functioning of students and contribute to positive
school climate.
1
1
1
1
1
8.
Career Development
[Type text]
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
N/A
N/A
N/A
N/A
N/A
32
Demonstrates knowledge of the components of a career development program and ability to advise students in educational
and career paths, to administer and interpret performance tests and career inventories, and to assist students in setting goals,
making decisions and holding high aspirations.
1
9.
2
3
4
5
N/A
Technology
Demonstrates knowledge and skill in using school data base systems and technology for accessing student school records
and evaluating student progress; demonstrates skill in using email, the internet, PowerPoint and websites in support of
school counseling work.
1
2
3
4
5
N/A
10. Advocacy
Demonstrates ability to advocate for students including students with special needs. Advocates for high academic
expectations and learning success for all students.
1
2
3
4
5
N/A
11. Learning, Achievement and Instruction
Demonstrates knowledge and skill in planning and teaching guidance lessons in small groups and classrooms employing a
variety of instructional techniques; evaluates student learning outcomes; works effectively with teachers and educational
programs to promote student learning and success.
1
2
3
4
5
N/A
12. Use of Data
Demonstrates ability to implement assessment and data gathering to document the need for support services; demonstrates
ability to gather school and student performance data; demonstrates ability to organize, implement and present results of a
data based evaluation of an education or support services program that includes assessment on student learning and
achievement.
1
2
3
4
5
N/A
13. Program Development
Demonstrates skill in developing, organizing, implementing and evaluating programs to increase leaning and create a
positive school learning climate; demonstrates ability to develop, organize, implement and an in-service education program.
1
2
3
4
5
N/A
14. Team Building
Demonstrates knowledge and skill in working with school task or work groups/committee meetings; effectively participates
in student study team meetings; consults effectively with teachers, school staff and parents in improving student
performance and achievement; effectively facilitates a team/committee meeting.
1
2
3
4
5
N/A
15. Leadership
Demonstrates initiative and leadership; demonstrates knowledge of school/organizational systems change and ability to
work as a change agent; demonstrates skill in mentoring and/or supervising.
1
2
3
4
5
N/A
16. School Violence
Demonstrates knowledge of predictors/precursors to violent and aggressive behavior, victimization and perpetration;
demonstrates knowledge of school policies and procedures for handling violence in the school; demonstrates ability to
mediate and resolve conflicts, intervene in interpersonally aggressive/violent situations and counsel students with anger
management problems; demonstrates skill in implementing strategies to promote interpersonal respect and prevent violence.
1
2
17. Professional Competencies
[Type text]
3
4
5
N/A
33
Demonstrates effective communication, respect and constructive working relationships with parents, school staff and
students; demonstrates strong writing skills; demonstrates knowledge of and skills in addressing laws related to school
children and school settings; accurately assesses own performance and plans activities for developing skills and overcoming
deficiencies.
1
[Type text]
2
3
4
5
N/A
34
APPENDIX D
Project Scoring Rubric
Student:_________________________________
Project Chair:____________________________
Semester: Fall Spring Summer Year:__________
1
2
3
4
5
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
terms. 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.
Provides clear
context
supporting
rationale for
proposed
project; clear
statement of why
project is
needed; clear
purpose;
comprehensive
list of terms.
Well written:
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.
Grammar
structure
adequate.
Adequate
review of
relevant and
empirical
sources.
Adequate
synthesis and
organization of
literature that is
linked to project
question. Some
attention to
diversity issues
pertaining to
topic (e.g.,
gender, culture,
religion,
Good review of
relevant and
empirical
sources, citing
seminal works in
the field. Good
synthesis and
organization of
literature that is
clearly linked to
project question.
Attention to
diversity issues
pertaining to
topic (e.g.,
gender, culture,
religion,
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.
Thorough
review of
relevant and
empirical
sources, citing
seminal works
in the field.
Exemplary
synthesis and
organization of
literature that is
clearly linked to
project
question.
Specific
attention to
diversity issues
[Type text]
Scor
e
35
language, etc.).
Grammar
structure
adequate.
language, etc.).
Well written:
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 would use
project, and
requirement for
implementing
project. Outline
for project
unclear.
Adequate
grammar
structure.
Provides
adequate
statement of
intended
audience for
project,
qualifications of
professionals
who would use
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.
Provides good
statement of
intended
audience for
project,
qualifications of
professionals
who would use
project, and
requirement for
implementing
project. Wellorganized
outline of
project. Attention
to diversity
issues pertaining
to topic (e.g.,
gender, culture,
religion,
language, etc.).
Well written:
uses proper
grammar and
spelling; clear
transitions.
Chp 4: Project
Fails to
produce
Poor or
incomplete
Adequate
conceptualizatio
Well
conceptualized,
[Type text]
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.
Provides clear
statement of
intended
audience for
project,
qualifications of
professionals
who would use
project, and
requirement for
implementing
project.
Comprehensive
and wellorganized
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.
Significant and
original
36
acceptable
project.
conceptualizatio
n, organization,
and
applicability.
Unrealistic for
intended
audience. Fails
to include
evaluative data.
Grammar
structure
adequate.
n, organization,
and
applicability.
Potential
usefulness to
intended
audience.
Includes some
evaluative data.
Grammar
structure
adequate.
organized, and
applicable.
Useful to
intended
audience.
Includes
evaluative data.
Well written:
uses proper
grammar and
spelling; clear
transitions.
Chp 5: Summary,
Recommendation
s, and
Conclusion
Fails to provide
adequate
summary,
recommendati
on
and/conclusion
s.
Poor summary,
critique, and
recommendatio
ns for
implementation
and further
research.
Adequate
summary,
critique, and
recommendatio
ns for
implementation
and further
research.
Grammar
structure
adequate.
Good summary,
critique, and
recommendation
s for
implementation
and further
research. Well
written: uses
proper grammar
and spelling;
clear transitions.
APA style &
format
Little or no
conformation
to APA format /
style
Little or no
application of
standards
Many
substantial
consistent APA
errors
Substantial
misapplication
of ethical &
legal standards
Minimal
Some minor
consistent APA
errors
Few APA errors,
none consistent
Some
misapplication
of ethical or
legal standards
Evidence of
Adequate
application of all
ethical & legal
standards
Evidence of
Ethical and Legal
Standards
Mastery of
[Type text]
Fails to
contribution to
field.
Exceptionally
well
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.
Sophisticated
summary,
critique, and
recommendatio
ns for
implementation
and further
research.
Exemplary
writing that
flows well:
clear, concise,
and
comprehensive.
Uses proper
grammar and
spelling; clear
transitions.
Exemplary APA
format / style
throughout
Exemplary
application of all
ethical & legal
standards
Evidence of
37
Information
Technology
demonstrate
mastery of
information
technology in
one or more of
the following
areas:
accessing
research
resources;
using research
software; using
word
processing
software.
knowledge of
research
resources,
including
databases,
library, and
internet.
Minimal
knowledge of
basic skills with
statistical,
research
software, word
processing, and
other relevant
software.
adequate
knowledge of
research
resources,
including
databases,
library, and
internet.
Evidence of
basic skills with
statistical,
research
software, word
processing, and
other relevant
software.
competent use
of research
resources,
including
databases,
library, and
internet.
Evidence of
competence with
statistical and
other research
software.
Evidence of
competent use
of word
processing and
other relevant
software.
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→
Student Dispositions: Assess the student’s demonstration of the following dispositions
during the culminating experience; you may include knowledge from other coursework in
the final year of the student’s program.
Inadequate
Minimal
Adequate
High standards
Exemplary
Application of
standards in
standards in the standards in the in the acquisition standards in the
Professional
the acquisition acquisition and acquisition and and application
acquisition and
Knowledge
Critical Thinking
Judgment and
Coping
[Type text]
and application
of professional
knowledge,
skills, and
behaviors
included in
program’s
academic and
practice
curricula.
Fails to
demonstrate
creative,
critical, or
reflective
thinking/practic
e.
Lacks mature
judgment and
sufficient
coping abilities.
application of
professional
knowledge,
skills, and
behaviors
included in
program’s
academic and
practice
curricula.
Poor creative,
critical, and
reflective
thinking/practice
.
application of
professional
knowledge,
skills, and
behaviors
included in
program’s
academic and
practice
curricula.
Adequate
creative, critical,
and reflective
thinking/practice
.
of professional
knowledge,
skills, and
behaviors
included in
program’s
academic and
practice
curricula.
Problems with
mature
judgment and
coping abilities.
Adequate
judgment and
coping abilities.
Mature
judgment; good
copying abilities.
Good creative,
critical, and
reflective
thinking/practice.
application of
professional
knowledge,
skills, and
behaviors
included in
program’s
academic and
practice
curricula.
Exemplary
creative, critical,
and reflective
thinking/practice
.
Exemplary and
mature
judgment;
outstanding
copying
abilities.
38
Interpersonal
Relations
Collaboration
Inclusive
Perspective
Ethics
Fails to
adequately
demonstrate
empathy,
respect, and
congruence;
poor
interpersonal
skills.
Fails to
establish
collaborative
relationships to
solve problems
or make
decisions.
Fails to
demonstrate
an inclusive,
multi-cultural,
and/or global
perspective.
Several notable
problems with
empathy,
respect, and
congruence;
poor
interpersonal
skills.
Adequate
demonstration
of empathy,
respect, and
congruence;
adequate
interpersonal
skills.
Good
demonstration of
empathy,
respect, and
congruence;
good
interpersonal
skills.
Poor skills in
creating
collaborative
relationships to
solve problems
and make
decisions.
Minimal
demonstration
of an inclusive,
multi-cultural,
and global
perspective.
Adequate skills
in creating
collaborative
relationships to
solve problems
and make
decisions.
Adequate
demonstration
of an inclusive,
multi-cultural,
and global
perspective.
Strong skills in
creating
collaborative
relationships to
solve problems
and make
decisions.
Clearly
demonstrates an
inclusive, multicultural, and
global
perspective.
Fails to
demonstrate a
basic
understanding
of legal,
ethical, and/or
professional
practice.
Minimal
understanding
of legal, ethical,
and
professional
practice.
Adequate
understanding
of legal, ethical,
and
professional
practice.
Demonstrates a
good
understanding of
legal, ethical,
and professional
practice.
Exemplary and
consistent
demonstration
of empathy,
respect, and
congruence;
exemplary
interpersonal
skills.
Exemplary skills
in creating
collaborative
relationships to
solve problems
and make
decisions.
Demonstrates a
consistent and
sophisticated
perspective that
is inclusive,
multi-cultural,
and global.
Demonstrates a
consistent and
sophisticated
understanding
of legal, ethical,
and
professional
practice.
Total→
Additional Comments:
[Type text]
School Counseling program