CSD 5945 Syllabus
Management of School Counseling Programs
Fall 2013
Instructor: Samuel Furrer, M. Ed., NBCT
Phone: (217) 493-0921 (Cell)
(217) 384-3511 (Work)
(217) 469-2772 (Home)
Email: swfurrer@eiu.edu
Class meets: 6 – 9 PM, Mondays, Aug 19 through Dec 9.
(No class: Sept 2—Labor Day, Sept 16, Nov 11, Nov 25—T’giving Break)
Classroom: Parkland College, D143
Office Hours: Arranged, but I will typically be in or around the classroom prior to the start of
class and available after class.
Course Website: http://www.usd116.org/uhs/guidance/CSD5945.html
COURSE DESCRIPTION
The purpose of this course is to help students gain an understanding of how to design and
manage school counseling programs based on the National (ASCA) Model. The class will
focus on helping students learn assessment, organization and planning a guidance program.
REQUIRED TEXTS
DeVoss, J.A. & Andrews, M.F. (2006). School counselors as educational leaders. Boston:
Houghton Mifflin.
Johnson, S., Johnson, C. & Downs, L. (2006). Building a results-based student support
program. Boston: Houghton Mifflin.
Thompson, R. A. (2012). Professional school counseling: Best practices for working in
the schools (3rd ed.). New York: Routledge
OBJECTIVES OF THE COURSE
Through readings, lecture, assignments and active class participation, students will
a. Discuss how to design, implement, manage and evaluate programs to enhance the
academic, career and personal/social development of students.
b. Discuss how to design, implement, manage and evaluate transition programs, including
school-to-work, postsecondary planning and college admissions counseling.
c. Examine various forms of needs assessments for academic, career and personal/social
development.
d. Discuss how to critically evaluate research relevant to the practice of school counseling.
e. Identify models of program evaluation for school counseling programs.
f. Examine basic strategies for evaluation of counseling outcomes in school counseling (e.g.
behavioral observation, program evaluation)
g. Discuss current methods of using data to inform decision-making and accountability (e.g.
school improvement plan, school report card).
h. Examine the outcome research data and best practices identified in the school counseling
research literature.
i. Discuss the concepts, principles, strategies, programs, and practices designed to close the
achievement gap, promote student academic success and prevent students from dropping
out of school.
j. Discuss curriculum design, lesson plan development, classroom management strategies
and differentiated instruction strategies for teaching counseling-and guidance –related
materials.
k. Examine the qualities, principles, skills and styles of effective leadership
l. Identify strategies of leadership designed to enhance the learning environment of schools.
m. Discuss how to design, implement, manage and evaluate a comprehensive schoolcounseling program.
n. Discuss the important role of the school counselor as a system change agent.
o. Examine the school counselor’s role in the student assistance programs; school
leadership, curriculum and advisory meetings.
Instructional Mode:
Instructional techniques will include dialogue with class members, assigned readings, individual
and group activities, and problem solving. Discussion, case study, inquiry, and cooperative
learning are instructional methods that will be demonstrated.
REQUIREMENTS AND EXPECTATIONS
1. Class Attendance and Participation - You should attend and participate in all classes. The
information you need to know will be discussed during class. You cannot get everything
you need to know from the textbooks. The instructor as well as peers will be sharing real
life situations that are important for you to know. Tardiness is something that you would
not tolerate as a school counselor and you will often have to address with the students in
your school, so please start a good habit for yourself now.
2. Resource Binder: Students will create a binder that will include a collection of
assessment tools useful for School Counselors in determining the needs for academic,
career and personal/social development.
3. School Climate Assessment: Students will analyze the counseling program at their
internship setting to determine what components (academic, career, social/emotional,
postsecondary planning, etc.) are currently in place. Students will also analyze student
and school data to draw conclusions about the effectiveness of the current programs.
Students will then create a plan, using research based strategies, to close the achievement
gap and/or prevent student drop-out.
4. Leadership Paper: Students will complete a 10 page paper on leadership qualities and
strategies that lead to successfully managing a school counseling program. (30% of
grade)
5. Attend A Meeting: Student will attend and critique (in 3-5 pages) a meeting or program
presented by a school counselor.
Also please note that cell phone use or texting is not acceptable during class. You may use them
during the break.
GRADING FOR COURSE
Grades will be based on the following criteria:
Leadership Paper
75
Resource Binder
25
School Climate Assessment
100
Meeting
75
Total Points
____
250
Grading Scale
224-250= A
199-223=B
Disabilities
If you have a documented disability and wish to receive academic accommodations, please
contact the Coordinator of the Office of Disability Services (581-6583) as soon as possible. If
you need to know where the areas of rescue assistance are located in the building in case of
evacuation please notify me.
COURSE SCHEDULE
Wk.
Date
Topic/ Food for thought
1
Aug 19
 Course Overview
 Examine the qualities, principles,
skills and styles of effective
leadership
 Identify strategies of leadership
designed to enhance the learning
environment of schools
2
Aug 26
 Discuss the important role of the school
counselor as a system change agent
 Identify models of program evaluation
for school counseling programs
3
Sept 2
Sept 9
Readings
Devoss Ch. 5, Ch.
6 (for reference)
DeVoss Ch.3, 4
Labor Day- No Class

4

5
Assignments Due
Johnson Ch. 1-2,
p. 215-220 and Ch.
9, p. 206-213
Examine basic strategies for evaluation
of counseling outcomes in school
counseling (e.g. behavioral
observation, program evaluation
No Class
Sept 16
6
7
Sept 23
Sept 30
 Examine the school counselor’s role in
the student assistance programs; school
leadership, curriculum and advisory
meetings.
 Discuss how to design, implement,
manage and evaluate a comprehensive
school-counseling program.
 Discuss how to design, implement,
manage and evaluate programs to
enhance the academic, career and
personal/social development of
students
DeVoss Ch.9, 10,
11
*Leadership Paper
Due
Thompson Ch. 7,
Johnson Ch. 7
Wk.
Date
Topic/ Food for thought

8
Oct 7

9
Oct 14

10
Oct 21


Assignments Due
Examine the outcome research data and
best practices identified in the school
counseling research literature.
Discuss how to critically evaluate
research relevant to the practice of
school counseling
Discuss how to design, implement,
manage and evaluate transition
programs, including school-to-work,
postsecondary planning and college
admissions counseling
Readings
Johnson Ch. 11
Thompson Ch. 8
Discuss post-secondary planning and
college admissions
Discuss curriculum design, lesson plan
development, and differentiated
instruction strategies for teaching
counseling-and guidance –related
materials, classroom management
strategies.
Johnson Ch. 12
11
Oct 28

Discuss curriculum design, lesson plan
development, and differentiated
instruction strategies for teaching
counseling-and guidance –related
materials, classroom management
strategies continued….
Johnson Ch. 12
12
Nov 4

Discuss current methods of using data
to inform decision-making and
accountability (e.g. school
improvement plan, school report card).
**Bring a copy of
your school
improvement plan
13
Nov 11

No class
14
Nov 18
Discuss the concepts, principles, strategies,
programs, and practices designed to close
the achievement gap, promote student
academic success and prevent students
from dropping out of school.
*Resource Binder Due
* Meeting Assignment
Due
Thompson Ch. 3,
12
Wk.
Date
Topic/ Food for thought
Assignments Due
Nov 25
15
Dec 2
16
Dec 9
Finals
Week

No Class -- Thanksgiving Break

School Climate Assessment
Presentations

School Climate Assessments
Presentations
*School Climate
Assessments Due-All
Readings