1. The Development of Data Courageous School Counseling Graduates Lauren Wynne, PhD, Longwood University Stephanie Eberts, PhD, Texas State University Jung (June) H. Hyun, PhD, Seattle Pacific University

2. What is courage? Courage (noun): the ability to do something that you know is difficult or dangerous How does it relate to our work as school counselor educators?

3. How to build data courageous school counselors? C ollaboration is required within programs, within the college, and within the overall educational community. O ptimize student exposure to data courageous models. U - R able to do this! (This is a necessary guiding message from professor to student) A nalyze how our training choices are received by and affect school districts. G row a data courageous identity intentionally from the start and throughout their preparation program. E levate the assignments to require a “using data” focus from a “knowing how to use data level.”

4. Collaboration is required within programs, within the college, and within the overall educational community. Within Programs & University Across the curriculum in counseling programs With training programs that train other educational professionals With Community Working school counselors Site supervisors Local & district office school administrators District school counseling leaders

5. Optimize student exposure to data courageous models. Use data courageous working school counselors as models of how this looks, feels, goes in the real world Invite panel participants to classes. Connect students with working school counselors at conferences. Encourage them to shadow counselors to see data courageous in action Use video clips of ally grads or other school counselor colleagues as introductions or encouragers along the way

6. U – R Able To Do This! They don’t want to mess up. They need to hear that they can...a lot. Process their fear, but keep them moving. Build in opportunities for success. Start with small assignments that build gradually. Have the same assignment multiple times at multiple points with feedback in between. Use a balanced feedback approach.

7. Analyze how our training choices are received by and affect districts. TEACH students through modeling Program Advisory Councils Collaborate with district supervisors to develop minimum standards for practicum/internship students to begin and finish their placements regardless of program of origin Examples of surveys to students, alumni, working school counselors & district leaders

8. Grow a data courageous identity intentionally from the start and throughout their preparation program. Look for openness in interviews Start on orientation day Can be facilitated in classroom- based or non-classroom based environments Think about how it can be integrated into core courses possibly not taught by school counselor educators This is an ideal place to use your ally graduates

9. SCSA Adventure Day

10. Elevate the assignments to require a “using data” focus from a “knowing how to use data level.” Moving from classroom to the world of work Thoughtful planning of the practicum/internship experience Site Supervision which focuses on the importance of data collection Final project which can be presented to administration at internship site Focus on data focused interviewing skills

11. Developmental Timeline Cohort Training Model Application/Interviewing School Counseling Program Orientation Coursework Progression Assignments that Build Across Course Sequence Moving from Increasing Awareness/Knowledge to Applying Skills Integration of ASCA Diamonds into each School Counseling Course Emphasis on social justice/systemic change mission through collaboration, leadership, and advocacy in every class Culminating outcome measures/experiences to be used in interviewing/hiring process Non-Cohort Training Model Special considerations for a less linear program Advisement & Orientation Collaboration with colleagues Building community through other means like social media Creating School Counseling specific assignments across the curriculum Designing course work to “bookend” the program so that outcome measures and experiences can build

12. Getting to Data Courageous Examples of Assignments Mining Data School Data Profile Needs Assessments School Counselor-Supervisor Internship Plan Developing and Implementing Interventions Based on Gaps or Needs Classroom Guidance Actions Plans & Results Reports Small Group Counseling Action Plans & Results Reports Targeted Intervention Plans/Closing the Gap Goals & Results Reports Creation of Pre/Post Perception Data Assessments Use of School Technology to Access Outcome Data Presenting Data Mock Advisory Councils Meetings School Counseling Portfolio Mock Interviewing in Courageous Ways