The Indiana Licensing and
Mentoring Program for
Beginning School Counselors
and the ASCA National Model
Charlene Alexander, Ph.D.
Ball State University &
Lin Metzger, M.S., LMHC
Executive Director, ISCA
Agenda
• Describe the development of the Indiana
Mentoring and Assessment Program forSchool Counselors (IMAP-SC)
• Describe how Beginning School Counselors
are Licensed in Indiana
• Describe the process for Mentor Training
• Describe the performance-based portfolio
requirement for beginning school counselors
and highlight the parallels with the elements
of the ASCA National Model
Standards Timeline, Mentor, and Licensure
Information
1994
IPSB adopt performance-based standards for
the preparation of Indiana educators
January 1998
First Indiana standards were adopted
May 1998
School Service Professional Standards were
adopted.
November 2001
School Counselor Standards were
adopted.
September 2003
Student Standards for Guidance were
developed.
September 2003
Program Standards for Guidance were
developed.
July 2004
Professional Growth Plan may now be used
for license renewal.
Standards Timeline, Mentor, and Licensure
Information
 September 2005 Standards for Mentors of Beginning
Counselors developed.
 Nov. & Feb. 2006 Certification of First Group of School
Counselor Mentor
 Apr. & June 2006 Certification of Second Group of School
Counselor Mentor
 July 2006 School Counselors will now receive an Initial
Practitioner License, which mandates a certified school
counselor mentor. Portfolios will be scored after year two.
 July 2008
School Counselor Portfolios to be scored.
Indiana Licensing Process for
Beginning School Counselors
Pursuant to Indiana Code 515 IAC 8-1-45 the
beginning School Counselor must have:
– (1) successfully met the standards for the school service
professional and the specialty standards for school
counseling adopted by the board as set forth in 515 IAC 11
[sic.];
– (2) successfully met all developmental standards adopted by
the board as set forth in 515 IAC 11 [sic.];
– (3) obtained a master’s degree in school counseling or
related field or, if already degreed, completed additional
course work in a school counseling program from an
institution of higher education that is approved by the board
to offer such a degree;
Indiana Licensing Process for
Beginning School Counselors
(Cont. )
• 4) successfully completed all field
experiences as set forth by the institution
offering the counselor education program in
both the content and all developmental levels;
(5) been recommended by the licensing
advisor of the accredited institution where the
applicant’s approved qualifying program was
completed.
• At this time the Beginning School Counselor
receives the Initial Practitioner License
Indiana Licensing Process for
Beginning School Counselors
(cont.)
– (b) Coverage: The holder of the school
services: school counselor license is only
eligible to serve as a school counselor in
any school setting. The school services:
school counselor licensure applies to
all, regardless of title, who have the role
or responsibilities of education, career,
and school counseling services for
students.
Indiana Licensing Process for
Beginning School Counselors
(cont.)
– (c) A teacher who holds the initial practitioner
administrative (515 IAC 8-1-40 through 515 IAC 81-44) or school services license (515 IAC 8-1-45
through 515 IAC 8-1-48) may obtain the
proficient practitioner license by completing
the assessment during the second year of the
initial practitioner license. (Advisory Board of
the Division of Professional Standards; 515
IAC 4-1-5; filed Jun 7, 2004, 5:00 p.m.: 27 IR
3067)
http://www.in.gov/legislative/iac/T05150/A00080.PDF
• Retrieved: 6/5/2007.
Mentor Qualifications
A counselor who...
• Is licensed as a school counselor in the state of Indiana
• Has at least 3 years of school counseling experience
• Is open-minded and willing to learn new strategies
• Is committed to helping others grow in the profession
• Is able to build relationship and trust among colleagues
• Understands professional growth is not a “one-shot-wonder”;
becoming a certified mentor requires ongoing reflection and
practice; there is “homework” throughout the entire year in order
to engage in a “teach, practice, apply” strategy of learning
• Is not currently a certified mentor
• Is committed to completing the training
Process for Mentor Training
• The Indiana Mentoring and Assessment Program for
School Counselors (IMAP-SC) is designed to support
beginning school counselors in their first two years as
a school counseling professional. Individuals wishing
to serve as a mentor to beginning School
Counselors, who meet the following requirements,
and are able to participate in 2 full days of training
• After successful completion of the two-day training
program, participants will be certified by The Division
of Professional Standards to serve as school
counseling mentors to beginning school counselors.
Session One and Two of
Mentor Training
• Overview of Mentor Standards
• Review Standards for school Counseling
Professionals
• Review Components of the standards-based
Portfolio
• Describe Adult Learning
• Criteria for Competent Mentor
• Identify community resources for the Mentor
and Mentee
• Presentation of Portfolio Components
Portfolio Components
Educational & Career Services
1. Developmental Guidance Instruction
2. Educational Development
3. Career Development
Student Assistance Services
4. Counseling Strategies
5. Prevention Programming
6. Crisis Intervention
Leadership
7. Advocacy for Students
8. Professional Growth
Educational & Career Services
Component 1. Developmental Guidance
Instruction
Beginning school counselors develop,
implement, and evaluate developmental
guidance instruction for students that is
based upon student guidance standards and
indictors and aligned with local school
improvement goals.
Developmental Guidance Instruction
Elementary School
Examples
Middle School
Examples
High School
Examples
Problem solving unit Career exploration
unit
SAT test taking skills
unit
Career awareness
unit
Respecting self and
others unit
Career planning unit
Study skills unit
Learning styles unit
Stress reduction unit
Developmental Guidance Instruction
Action Plan: (include guidance standards and
indicators that the beginning school
counselor expects students to master)
Artifact: (showing data collected to evaluate degree of
mastery)
Summary of Data: (showing degree of student mastery
of guidance standard(s) and
indicators related to the unit)
Optional--Related student achievement
Optional--Peer or mentor feedback from lesson
observation
Developmental Guidance Instruction
Reflective Questions:
1. How did the student change as a result of this
unit?
2. What evidence for healthy academic, career, and/or
personal/social development do you see in this
activity?
3. What worked and what didn’t work within the unit?
4. How did this unit support my school’s
improvement plan and/or academic achievement
goals?
5. What will I do differently next time?
Student Assistant Services
Component 5. Prevention Programming
Beginning School Counselors provide
prevention programs and activities designed
o promote healthy personal/social
development. These activities may be done
in collaboration with other educators or
appropriate professionals, are based on
student standards and indicators, and are
aligned with local school improvement goals.
Prevention Programming
Examples for any building level
– Parent Education Program
– Safe and drug free school program
– Peer medication program
– Other prevention programs
Prevention Programming
Documentation
Action Plan
Artifact: showing data collected to evaluate
student outcomes
(e.g. student evaluation of peer mediation training)
Summary of student outcome data
Optional--related student achievement
and/or student choice data
Optional--peer and/or mentor feedback from
observation of activity
Prevention Programming
Reflective Questions:
1.
2.
3.
4.
5.
How did the students change as a result of this
activity?
What evidence for healthy academic, career, and/or
personal/social developments to you see in this
activity?
What worked and what didn’t work within the
activity?
How did this unit support my school’s improvement
plan and/or academic achievement goals?
What will I do differently next time?
ASCA National Model
IMAP/ASCA CROSSWALK
IMAP Domain
Educational &
Career Services
Educational &
Career Services
Educational &
Career Services
ASCA Standards
Standard 1: Students
will acquire the
attitudes, knowledge
and skills that
contribute to effective
learning in school and
across the lifespan.
IMAP
Competencies
1.Developmental
Guidance Instruction
Standard 2: Students
will complete school
with the academic
preparation essential
to choose from a wide
range of substantial
post-secondary
options, including
college.
2.Educational
Development
Standard 3:
Students will
understand the
relationship of
academics to the
world of work and
to life at home and
the community.
3. Career Development
ASCA National Model
III. Foundation
IV. Delivery System
V. Management System
VI. Accountability System
III. Foundation
IV. Delivery System
V. Management System
VI. Accountability System
III. Foundation
IV. Delivery System
V. Management System
VI. Accountability System
IMAP/ASCA CROSSWALK
Standard 4:
Students will
acquire the
skills to
investigate the
world of work
in relation to
knowledge of
self and to
make informed
career
decisions.
3.Career Development
3. Career Development
Educational
& Career
Services
Standard 5:
Students will
employ
strategies to
achieve further
career success
and
satisfaction.
3. Career Development
Educational
& Career
Services
Standard 6:
Students will
understand the
relationship
between
personal
qualities,
education and
training and
the world of
work.
Educational
& Career
Services
III. Foundation
IV. Delivery System
V. Management System
VI. Accountability
System
III. Foundation
IV. Delivery System
V. Management System
VI. Accountability
System
III. Foundation
IV.Delivery System
V.Management System
VI.Accountability System
IMAP/ASCA CROSSWALK
Student
Assistance
Services
Student
Assistance
Services
Student
Assistance
Services
Standard 7:
Students will
acquire the
attitudes,
knowledge and
interpersonal
skills to help
them
understand and
respect self and
others.
4. Counseling
Strategies
Standard 8:
Students will
make decisions,
set goals and
take necessary
action to achieve
goals.
5. Prevention
Programming
Standard 9:
Students will
understand
safety and
survival skills.
6. Crisis Intervention
III.
IV.
V.
VI.
Foundation
Delivery System
Management System
Accountability System
III. Foundation
IV. Delivery System
V. Management System
VI. Accountability System
III. Foundation
IV. Delivery System
V. Management System
VI. Accountability System
IMAP/ASCA CROSSWALK
Leadership
Leadership
7. Advocacy for
Students
8. Professional Growth
II. Framework Themes:
Leadership
Advocacy
Collaboration and
Teaming
Systemic Change
VII. Implementation
Closing
• Standards Based
Assessment of
Beginning School
Counselors is possible!
• Changing Licensing
requirements to reflect
best practice is also
possible!
calexander@bsu.edu
Lsmetzger@kconline.com
IMAP:http://www.doe.state.in.us/dps/beginningteache
rs/formsanddocs.html