PROFESSIONAL CERTIFICATION JOB EMBEDDED PROFESSIONAL DEVELOPMENT FOR GENERAL INFORMATION VISIT: CERTIFICATE/EDUCATION-STAFF-ASSOCIATE CERTIFICATE/EDUCATION-STAFF-ASSOCIATE Educational Staff Associate Residency Certificate holders

“It is exciting to be a part of this process” Diana Gruman, Western Washington University Mary Brown, Gonzaga University Deborah Solatka, City University Richard Cleveland, Seattle Pacific University Donna Holmes, Western Washington University

A High Need for SC Professional Development and Supervision  School Counselors are likened to a cactus—sustaining long periods without nourishment.  Clinical skills can be acquired quickly but they are the first to deteriorate.  Changes in demographics, school system regulations, and social problems require on-going professional development efforts.  Isolation and lack of sustained training can lead to SC burnout, unchecked bias, and poor ethical/legal decision-making.

Professional Certification August 2004: State Board of Education approved new rules for school counselors changing their requirements from the Initial/Continuing system to the Residency/Professional system Fall 2005: Residency Certificates first issued Fall 2012: New version of the SC Standards approved (6 Standards)—guides candidate Pro Cert process

Professional Certification Residency Certificate Holders must ultimately hold either a: NBPTS Certification in School Counseling Or Professional Certification

Timeline  Residency Certificate is issued undated  After 2 years in a WA state public or approved private school (contract for a third), the counselor can enter a Professional Certification program  Or certificate is reissued and dated as a 5 year certificate  Candidate can enter a Professional Certification program and complete in 1-2 years.

Timeline From the time a residency certificate holder enters an ESA position, he or she has at least seven years in which to earn the professional certificate. In addition, WAC A-250 allows a two-year extension of the residency if the holder is enrolled in a Pro Cert program, so the ultimate timeline could be as long as nine years.

Professional Certificate Guiding Principles While programs will include university coursework, candidate success should be measured by performance to standards The process should be adequately supported. The process should strike a balance between rigor and reasonableness. The process should be deeply focused on addressing individual and diverse student needs and supporting improvement of student learning.

Professional Certificate Guiding Principles The process should be job-embedded and aligned with national standards, best practices and school/district improvement goals. The process should encourage reflection and a commitment to research-based strategies. The process should involve a true partnership among universities, professional associations, and districts. The process should model what it teaches

Professional Certification Programs STEP 1 The Entry Seminar Provides an orientation to the process, allows you to analyze your strengths using the benchmarks; and supports you in developing a Professional Growth Plan. TASKS  Prior to starting: Complete a Professional Audit  Draft your Professional Growth Plan (PGP)  Create your Professional Growth Team (PGT)

The Professional Audit  The Professional Audit is used to help candidates determine their strengths and weaknesses using the Standards and corresponding Benchmarks.  Candidates then talk with a supervisor and a colleague about the ratings to start the planning process.  Refer to the attached sample page as we describe how it works.

Professional Certification Programs STEP 2 The Core Candidate gathers evidence on the benchmarks and develops capacity in the major areas of focus; may implement new strategies and participate in a variety of professional development activities.  PGP Work (supported by PGT)  Portfolio Development (with analysis and reflection)  Mentoring and Cohort Support

Professional Growth Plan (PGP) Includes:  Areas of professional growth – Targeted Standards  Context description  Documentation of collaboration with PGT (Professional Growth Team)  Identification of new learning  Professional growth action plan with documentation of completed activities  Approval by the Professional Growth Team Members

Professional Growth Team "Professional growth team" for the purpose of professional certification, means a team comprised of the candidate for the professional certificate, a program administrator/designee, and a colleague/peer from the same professional role specified by the candidate.

Professional Certification Programs STEP 3 The Culminating Seminar— The Candidate completes an Action Research project, writes a narrative summary of the results and prepares a presentation for stakeholders.  Narrative Paper  Presentation of Results

A Case Example: Swandella

“WHEN CAN I START??” Three things to “get started” at any stage: 1) Review Pro Cert documents on the PESB website: 2) Set up folders (paper and electronic) to save strong artifacts that show excellent SC practice. 3) Use the Professional Audit anytime to assess your progress across the 6 Standards:

ENTRY SEMINARS Gonzaga University – June and July TBD Contact: Cari Johnson (509) Western Washington University – July Contact: City University-Summer 2014 Contact: Dr. Deborah Solatka, Seattle Pacific University-Summer Contact: Sarah Perez (206)