Presentation on theme: "The Indiana Licensing and Mentoring Program for Beginning School Counselors and the ASCA National Model Charlene Alexander, Ph.D. Ball State University."— Presentation transcript:
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 for- School 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 2001School Counselor Standards were adopted. September 2003Student Standards for Guidance were developed. September 2003Program Standards for Guidance were developed. July 2004Professional 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 2008School 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 8- 1-44) 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 unitCareer exploration unit SAT test taking skills unit Career awareness unit Respecting self and others unit Career planning unit Study skills unitLearning styles unitStress 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.How did the students change as a result of this activity? 2.What evidence for healthy academic, career, and/or personal/social developments to you see in this activity? 3.What worked and what didn’t work within the activity? 4.How did this unit support my school’s improvement plan and/or academic achievement goals? 5.What will I do differently next time?
IMAP/ASCA CROSSWALK IMAP DomainASCA StandardsIMAP Competencies ASCA National Model Educational & Career Services Standard 1: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the lifespan. 1.Developmental Guidance InstructionIII. Foundation IV. Delivery System V. Management System VI. Accountability System Educational & Career Services 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 DevelopmentIII. Foundation IV. Delivery System V. Management System VI. Accountability System Educational & Career Services 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 III. Foundation IV. Delivery System V. Management System VI. Accountability System
Educational & Career Services 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 III. Foundation IV. Delivery System V. Management System VI. Accountability System Educational & Career Services Standard 5: Students will employ strategies to achieve further career success and satisfaction. 3. Career Development III. Foundation IV. Delivery System V. Management System VI. Accountability System Educational & Career Services Standard 6: Students will understand the relationship between personal qualities, education and training and the world of work. 3. Career Development III. Foundation IV.Delivery System V.Management System VI.Accountability System IMAP/ASCA CROSSWALK
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 StrategiesIII. Foundation IV. Delivery System V. Management System VI. Accountability System Student Assistance Services Standard 8: Students will make decisions, set goals and take necessary action to achieve goals. 5. Prevention ProgrammingIII. Foundation IV. Delivery System V. Management System VI. Accountability System Student Assistance Services Standard 9: Students will understand safety and survival skills. 6. Crisis Intervention III. Foundation IV. Delivery System V. Management System VI. Accountability System IMAP/ASCA CROSSWALK
Leadership 7. Advocacy for Students II. Framework Themes: Leadership Advocacy Collaboration and Teaming Systemic Change Leadership 8. Professional Growth VII. Implementation
Closing Standards Based Assessment of Beginning School Counselors is possible! Changing Licensing requirements to reflect best practice is also possible! firstname.lastname@example.org Lsmetzger@kconline.com IMAP:http://www.doe.state.in.us/dps/beginningteache rs/formsanddocs.html