NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION by z54WpGGV

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									Updated February 2009


                         Program Report for the
            Preparation of Counselor Education Professionals

  NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
     This program report form should be used for programs that prepare school
                                   counselors.


                              COVER SHEET

Institution University of Alaska Anchorage                                              State AK

Date submitted June 22, 2009

Name of Preparer Debra Preston Russ

Phone # 907-786-4418                               Email afdpr@uaa.alaska.edu

Program documented in this report:
      Name of institution’s program (s) Counselor Education
      Grade levels for which candidates are being prepared K –8; 7-12; K-12
      Degree or award level MEd
      Is this program offered at more than one site? □ Yes       x No
          If yes, list the sites at which the program is offered


       Title of the state license for which candidates are prepared
       Special Services: School Counselor

Program report status:
    X Initial Review
     Response to National Recognition With Conditions
     Response to a Further Development Required or Recognition with Probation
       Decision

State licensure requirement for national recognition:
NCATE requires 80% of the program completers who have taken the test to pass the applicable
state licensure test for the content field, if the state has a testing requirement. Test information
and data must be reported in Section III. Does your state require such a test?
      □ Yes           x No




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GENERAL DIRECTIONS

To complete a program report, institutions must provide evidence of meeting program standards that are
aligned with the national training standards in school counseling (i.e., counselor education). In counselor
education, the identified body is the Council for Counselor Education and Related Programs (CACREP).
The data is based on data from 6-8 assessments. In their entirety, the assessments and data required for
submission in this report will answer the following questions:

   Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they
    will perform?
   Do candidates meet state licensure requirements?
   Do candidates understand teaching and learning and can they plan their teaching or fulfill other
    professional education responsibilities?
   Can candidates apply their knowledge in classrooms and schools?
   Do candidates focus on student learning?

To that end, the program report form includes the following sections:

Section I. Context (See each question for character limit)
Provide general information on the program as specified by the directions for this section. Please attach
a copy of the program of study and one (if possible) attachment containing any charts, graphs, or tables.

Section II. List of Assessments (completion of chart)
Using the chart included in this report form, indicate the name, type, and administration point for each of
the 6-8 assessments documented in this report. (Note that Section IV of the report form lists examples of
assessments that may be appropriate for each type of assessment that must be documented in the
program report.)

Section III. Relationship of Assessments to Standards (completion of chart)
Using the chart included in this report form, indicate which of the assessments listed in Section II provide
evidence of meeting specific program standards.

Section IV. Evidence for Meeting Standards (attachments of the assessment, scoring guide/criteria,
and data tables plus a 2-page maximum narrative for each of the 6-8 assessments)
Attach assessment documentation plus a narrative statement for each assessment as specified by the
directions for this section. For each assessment attach one (if possible) attachment that includes the 2-
page narrative, assessment, scoring guide, and data table(s).

Section V. Use of Assessment Results to Improve Candidate and Program Performance
(12,000- character maximum narrative)
Describe how faculty are using the data from assessments to improve candidate performance and the
program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and
dispositions; and student learning.

Section VI. For Revised Reports Only
Describe what changes or additions have been made in the report to address the standards that were not
met in the original submission. List the sections of the report you are resubmitting and the changes that
have been made. Specific instructions for preparing a revised report are available on the NCATE web site
at http://www.ncate.org/institutions/process.asp?ch=4.

Format and page limits for narrative sections and attachments:
Narrative: Sections I, IV, and V include narrative sections based on specific directions and character
limits. Character limits are based on single-spaced text using 12-point type.



2                                                                       Program Report Template--EDCN
Updated February 2009


Attachments: Sections I and IV include attachments. In general, attachments should be no longer than
the equivalent of five text pages. NOTE: The report should contain no more than 20
attachments.
 NCATE staff may require institutions to revise reports that do not follow directions on format and page
limits. In addition, hyperlinks imbedded in report documentation will not be read by reviewers and cannot
be used as a means of providing additional information.

______________________________________________________
Program report information on the web: http://www.ncate.org/institutions/process.asp?ch=10.
To download report forms: http://www.ncate.org/institutions/programStandards.asp?ch=4.

Will this SPA accept grades:
       All SPAs will accept course grades as one of the 6 to 8 key assessments. Instructions for
       documenting course grades has been standardized for all SPAs. These instructions are
       on the NCATE web site on the Program Resources page at the following URL:

        http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90



Information regarding CACREP standards can be found on the website:
http://www.cacrep.org




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                                  SECTION I—CONTEXT

Provide the following contextual information:
1. Description of any state or institutional policies that may influence the application of
   CACREP standards. [Response limited to 4000 characters]

       School counselors serve as resource professionals in Alaska’s schools. School counselors
    address the academic, career, and social/personal development of children and adolescents.
    School counselors deliver their services by working with individual students, small groups,
    and classroom guidance.

        School counselors are not legally mandated in Alaska and a master’s degree is not
    required to secure a position as a school counselor. In order to obtain a position, an
    applicant must possess a ―Type C: Special Services, School Counseling‖. Successful
    applicants for an initial ―Type C‖ certificate need to secure an institutional endorsement
    from a regionally accredited college or university. The two institutions in Alaska that offer
    training and endorsements in school counseling both require a master’s degree in counselor
    education.

        Alaska does not have mandated state-standards for training school counselors. As of fall
    semester 2008, the training standards for the counselor education program at the University
    of Alaska Anchorage (UAA) align with the core national standards for counseling as defined
    by the Council for the Accreditation of Counseling and Related Education Programs
    (CACREP). The program is currently not approved by CACREP. Aligning the curriculum with
    the standards is a first step toward seeking approval from CACREP.

        The Master of Education (M.Ed.) in Counselor Education (EDCN) is designed for
    individuals who desire initial professional preparation as counselors. The program
    encompasses theory, research, and practice relating to the delivery of counseling services to
    individuals who require assistance with developmental, academic, personal, social, or career
    issues. The program has a school counseling option that addresses the academic
    requirements for a ―Type C, Special Services Certificate, School Counseling‖. It is designed
    for individuals who want to work as counselors in public school settings. Program
    candidates can choose a concentration at the elementary school level, secondary school
    level, or dual (both elementary and secondary).

        The program is housed in the Department of Counseling and Special Education in the
    College of Education (COE). The COE was approved by the National Council for
    Accreditation of Teacher Education (NCATE) in 2005.

2. Description of the field and clinical experiences required for the program, including the
   number of hours for early field experiences and the number of hours/weeks for student
   teaching or internships. [Response limited to 8000 characters]

        Candidates admitted to the counselor education program beginning fall 2008 are
    required to complete a 100 clock hour practicum and a 200 clock hour internship.
    Candidates choosing the school counseling option complete their practical experience in
    either an elementary school setting or a secondary school setting. Candidates pursuing the


4                                                                Program Report Template--EDCN
Updated February 2009


   dual option are required to complete two internships (one at the elementary level and one
   at the secondary level) for a total of 400 clock hour internship experience. The change in
   the structure of the practical experience component was made in order to align with
   CACREP standards.

        Candidates admitted to the program prior to fall 2008 are required to complete two
practica experiences: EDCN A634 Counseling Practicum (150 clock hours) and EDCN A636
Counseling Practicum II (150 clock hours). During the data collection period for this report, all
candidates were admitted prior to fall 2008 and thus, completed two practica experiences.

        EDCN A634 Counseling Practicum is required of all candidates in the counselor education
   program. In order to qualify for the experience, candidates must complete coursework in
   professional orientation and ethics, counseling theory, group counseling, and counseling
   skills and techniques. Candidates’ application for practicum includes a background security
   check, letter of endorsement for an employer if the individual is employed fulltime, written
   goals for the practicum experience, and a resume. Admission into the final phase of
   professional preparation is a faculty decision that is separate from admission into the M.Ed.
   program. Candidates must complete a minimum of 100 clock hours under the direction of a
   certified, on-site counselor supervisor.

       Candidates choose one or both of the following internship courses: EDCN A695E
   Counseling Internship: Elementary School or EDCN A695 Counseling Internship: Secondary
   School. In order to qualify for the experience, candidates must have completed EDCN
   A634 Counseling Practicum as well as coursework in counseling children and adolescents,
   administration and practices in school counseling, and the principles and practices of special
   education law. Candidates complete a separate application for the internship that also
   involves a background security check, endorsement letter (if applicable), written goals
   statements, and a resume. Admission into the internship is a faculty decision and is
   separate from admission into the M.Ed. program. Candidates must complete a minimum of
   200 clock hours for each internship under the direction of a certified, on-site counselor
   supervisor.

        Practicum and internship requirements are aligned with CACREP core knowledge and
   skills standards and best practices in counselor education. The policies, procedures, and
   requirements that govern practicum and internship are outlined in the Student
   Practicum/Internship Manual. Candidates are given copies of the manual and instructions
   for its use at a formal information session that is held at least twice a year.

       Prior to the practicum experience, candidates are required to complete short-term
   assignments that are aimed at providing practical observation and experience in counseling.
   Candidates in the foundation course, EDCN A610 Professional and Ethical Orientation to
   Counseling, are required to interview a practicing counselor. In EDCN A613 Human
   Development for Helping Professionals, candidates interview older individuals in order to
   obtain their life reflections. Candidates in EDCN A614 Counseling Diverse Populations,
   candidates interview two individuals from a population distinctly different from their own
   and write a reflective analysis.




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3. Description of the criteria for admission, retention, and exit from the program, including
   required GPAs and minimum grade requirements for the content courses accepted by the
   program. [Response limited to 4000 characters]

ADMISSION REQUIREMENTS
1. Satisfy the Admission Requirements for Master's Degrees for the
University and Admission Requirements for the Master of Education degrees.
2. Submit Graduate Record Examination (GRE) General Test
scores (minimum 800 combined verbal and quantitative and
4.0 analytical writing) or Miller Analogies Test (MAT) score
(minimum of 40th percentile).
3. Complete the Counselor Education Application.
4. Submit three letters (or reference forms) of professional
Recommendation.
5. Provide a goal statement of approximately 500 words that
contains an autobiography, career goals, and how the MEd
program relates to those goals.
6. Participate in an interview (if requested).
7. Provide a writing sample (if requested).

There are three categories of admission:

Unconditional Admission. Applicants who meet the above criteria will be considered for
   program admission on a competitive basis taking into account that higher scores are
   preferable to lower scores; good recommendations are preferable to marginal ones; and a
   match on personal and institutional goals is preferred. The counselor education faculty will
   attempt to select the best candidates for the available openings.

Provisional Admission. Candidates who meet most of the requirements about but are weak in
   an area may be granted provisional admission. Those admitted provisionally will be
   monitored. Provisionally admitted candidates must earn grades of ―B‖ or better in a pre-
   determined number of hours (e.g., ―first 12 hours in the program‖) in order to be granted
   unconditional admission.

Denial of Admission. Candidates who do not meet all of the requirements and who do not
   qualify for provisional admission are denied admission into the program.

Retention Requirements
The College of Education (COE) at UAA is a professional school, and all programs under its
   jurisdiction are controlled by special admission and retention standards. If candidate
   progress is unsatisfactory, the faculty may, under certain circumstances, recommend to the
   candidate that (s)he seek additional assistance in a variety of areas of weakness.
   Candidates who do not demonstrate improvement may be counseled out of counselor
   education by their advisors, and will be denied admission to practicum. Satisfactory
   performance in practicum is required before advancement to internship.

The University requires that all graduate candidates maintain a minimum grade point average of
   3.0 with no grade lower than a ―C‖ to remain in good standing.



6                                                              Program Report Template--EDCN
Updated February 2009



Exit Criteria
1. Complete all required courses with a minimum overall GPA of 3.0, with no grade lower than a
―C‖.
2. Successfully complete practicum and internship(s).
3. Successfully complete a Portfolio demonstrating that the required program standards of
artifacts and competencies obtained during the EDCN program.
4. Description of the relationship1 of the program to the unit’s conceptual framework.
     [Response limited to 4000 characters]

        The course objectives, competencies, and outcome indicators delineate the correlation
    of the program to the COE Conceptual Framework. The conceptual framework provides
    direction for programs, courses, teaching, candidate performance, scholarship, service, and
    unit accountability. Within the conceptual framework for the COE mission and
    accompanying core values exemplify the principles that guide teacher and support
    personnel preparation at UAA.

COE Mission
We prepare educators and support the lifelong learning of professionals to embrace diversity
   and to be intellectually and ethically strong, resilient, and passionate in their work with
   Alaska’s learners, families, and communities.

COE Core Values
Intellectual Vitality: Professional educators examine diverse perspectives, engage in research
    and scholarship, contribute to knowledge and practice, and apply innovations in technology.

Collaborative Spirit: Professional educators generate, welcome, and support the collaborative
    relationships and partnerships that enrich peoples’ lives.

Inclusiveness and Equity: Professional educators create and advocate for learning communities
    that advance knowledge and ensure the development, support, and inclusion of peoples’
    abilities, values, ideas, languages, and expressions.

Leadership: Professional educators are committed to the highest standards of ethical behavior
   in their roles, using professional expertise to improve communities in which they live and
   work, and demonstrating the ability to translate theories and principles into transformed
   educational practice.

        Course activities, assignments, and readings reflect the themes represented in the Core
    Values. Completers of the EDCN Master’s program will understand how to create
    environments that encourage positive social interactions with a variety of student
    populations. Program completers will demonstrate knowledge and skills that reflect the best
    practices in counselor education as specified by CACREP and espoused by the American
    School Counselor Association (ASCA). Program completers will actively seek to improve the
    lives of children and adolescents in Alaska’s school system.

1
  The response should describe the program’s conceptual framework and indicate how it reflects the unit’s conceptual
framework


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5. Indication of whether the program has a unique set of program assessments and their
   relationship of the program’s assessments to the unit’s assessment system2. [Response
   limited to 4000 characters]

        The EDCN Master’s program has a unique set of program assessments which align with
    the NCATE assessment system of the COE. In addition, the program assessments
    complement the COE conceptual framework and the COE core values. The program has a
    comprehensive assessment plan that includes formative evaluative measures designed to
    provide data for informed decision-making. The comprehensive assessment plan is required
    at the University level.

        The EDCN program includes both COE and program specific assessment requirements.
    At entrance, the program specifies minimum admission requirements; including degree,
    GPA, references, and a goal statement. Prospective candidates may be required to provide
    additional information such as a writing sample and/or an interview. After admission,
    candidates are assessed at multiple points throughout their program:

Ongoing assessment of candidate performance via course grades (e.g., individual assignments,
   final course grades) and dispositions (ethical/professional behavior). Regarding the latter,
   all course syllabi stipulate that candidates are expected to demonstrate professional
   behavior. Candidates who engage in unethical behavior or demonstrate conduct
   unbecoming of a professional counselor may be removed from practicum/internship, the
   program, and/or the University.

Candidates are also evaluated during their practicum and internship(s) based on their
   performance on specified artifacts, live demonstration of skills, and evaluations from their
   site supervisors, school personnel, and parents/students.

Candidates receive a final evaluation of their knowledge and skills via a portfolio. Candidates
   create, present, and defend a portfolio that documents their obtainment of program
   outcomes. The portfolios are evaluated by University faculty, candidate peers, and an
   outside evaluator (i.e., a certified, practicing school counselor).

6. The On-line PRS system will not permit you to include tables or graphics in text fields.
   Therefore any tables or charts must be attached as files. The title of the file should clearly
   indicate its content. Word documents, .pdf files, and other commonly used file formats are
   acceptable. The system will not accept .docx files. [In PRS you will be able to attach files
   here]

7. Please attach files to describe a program of study that outlines the courses and experiences
    required for candidates to complete the program. The program of study must include course
    titles. [This information may be provided as an attachment from the college catalog (not the
    complete catalog) or as a student advisement sheet.]




8                                                               Program Report Template--EDCN
Updated February 2009


       Please see Attachment C

8. Candidate Information
    Directions: Provide three years of data on candidates enrolled in the program and
    completing the program, beginning with the most recent academic year for which numbers
    have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate,
    post-baccalaureate, alternate routes, master's, doctorate) being addressed in this report.
    Data must also be reported separately for programs offered at multiple sites. Update
    academic years (column 1) as appropriate for your data span. [A copy of the Candidate and
    Completers chart is included as Attachment A at the end of this document.]

       Please see Attachment A

9. Faculty Information
    Directions: Complete the following information for each faculty member responsible for
    professional coursework, clinical supervision, or administration in this program. [A copy of
    the Faculty chart is included as Attachment B at the end of this document.]

       Please see Attachment B




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                                                  SECTION II— LIST OF ASSESSMENTS

In this section, list the 6-8 assessments that are being submitted as evidence for meeting the CACREP core standards. All programs
must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must
substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate
the type or form of the assessment and when it is administered in the program.


             Name of Assessment3                                           Type or                                       When the Assessment
                                                                     Form of Assessment4                                   Is Administered5
1 Assessment #1 (content knowledge):                                         Portfolio                        Last semester of program; prior to
  Portfolio                                                                                                   graduation
2 Assessment #2 (content knowledge):                                   Progressive Paper                      EDCN A610 Professional & Ethical
  Professional Paper                                                                                          Orientation to Counseling (Ethics
                                                                                                              section of paper)

                                                                                                              EDCN A616 Counseling Theories
                                                                                                              (Orientation section of paper)

                                                                                                              EDCN A634 Counseling Practicum,
                                                                                                              EDCN A695(E/S) Counseling Internship
                                                                                                              (Practical reflection section of paper)
3 Assessment #3 (planning counseling                                Internship Observation                    EDCN A634 Counseling Practicum,
  intervention)                                                                                               EDCN A695 (E/S) Counseling Internship
  Internship Observation
4 Assessment #4 (practical experience)                             Site Supervisor Evaluation                 EDCN A634 Counseling Practicum,
  Site Supervisor Evaluation                                                                                  EDCN A695(E/S) Counseling Internship
5 Assessment #5 (student academic                              Counseling Skills Demonstration                EDCN A623 Counseling Skills and
  development)                                                                                                Techniques


3
  Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.
4
  Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
5
  Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required
courses [specify course title and numbers], or completion of the program).


Program Report Template—EDCN                                                                                     10
Updated February 2009


           Name of Assessment3                              Type or                          When the Assessment
                                                      Form of Assessment4                      Is Administered5
  Counseling Skills Demonstration                                                   Prerequisites: EDCN A610, EDCN A616
6 Assessment #6 (CACREP Standards):                        Case Study               Final semester in program; prior to
  Case Study                                                                        graduation

                                                                                    Candidates must have completed the
                                                                                    following prerequisites prior to being
                                                                                    approved to take the assessment:
                                                                                    EDCN A610 Professional & Ethical
                                                                                    Orientation to Counseling; EDCN A614
                                                                                    Counseling Diverse Populations; EDCN
                                                                                    A616 Counseling Theories; EDCN A623
                                                                                    Counseling Skills & Techniques; EDCN
                                                                                    A624 Group Counseling; EDCN A632
                                                                                    Lifespan Career Development

                                                                                    Note 1: During the data collection
                                                                                    period this assessment was named
                                                                                    ―Comprehensive Examination.‖
                                                                                    Note 2: Beginning Spring 2010 the case
                                                                                    study will be a component of the
                                                                                    Portfolio instead of a separate entity)

                        SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS

The CACREP standards are embedded in the EDCN program outcomes. The alignment of the program outcomes can be found in
Attachment D of this report. The chart below identifies the assessment(s) in Section II that address each program outcome. One
assessment may apply to multiple outcomes.

                                                                                            APPLICABLE ASSESSMENTS FROM
                               EDCN Program Outcomes                                                 SECTION II
Outcomes




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                                                                                                    APPLICABLE ASSESSMENTS FROM
                                   EDCN Program Outcomes                                                     SECTION II
Outcome 1 Essential Knowledge:
Communicate essential knowledge, understanding, and personalized meanings of the
                                                                                                   x#1   x#2   x#3   x#4
counseling profession.                                                                             x#5   x#6   □#7   □#8
Outcome 2 Applied Skills:
Apply practical knowledge to individuals and groups that is developmentally appropriate.
                                                                                                   x#1   □#2   x#3   x#4
                                                                                                   x#5   x#6   □#7   □#8
Outcome 3 Assessment, Research, Technology:
Utilize assessment, research, and technology to support and improve counseling practices.
                                                                                                   x#1   x#2   □#3   x#4
                                                                                                   □#5   □#6   □#7    □#8
Outcome 4 Professional Characteristics:
Show possession of the characteristics relating to effective counseling practice.
                                                                                                   x#1   x#2   x#3   x#4
                                                                                                   x#5   □#6   □#7   □#8
Outcome 5 Therapeutic Environment:
Create positive therapeutic environments for all clients (i.e., students).
                                                                                                   x#1   □#2   x#3   x#4
                                                                                                   x#5   □#6   □#7   □#8
Outcome 6 Ethical Standards:
Engage in work that meets ethical standards and legal mandates in the field of counseling.
                                                                                                   x#1   x#2   x#3   x#4
                                                                                                   x#5   x#6   □#7   □#8




12                                                                 Program Report Template--EDCN
Updated February 2009


                  SECTION IV—EVIDENCE FOR MEETING STANDARDS

DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in
Section IV. The assessments must be those that all candidates in the program are required to
complete and should be used by the program to determine candidate proficiencies as expected in
the program standards. In the description of each assessment below, the SPA has identified
potential assessments that would be appropriate. Assessments have been organized into the
following three areas that are addressed in NCATE’s unit standard 1:
        
             Content knowledge6
        
             Pedagogical and professional knowledge, skills and dispositions
        
             Focus on student learning

For each assessment, the evidence for meeting standards should include the following information:

1. A brief description of the assessment and its use in the program (one sentence may be
sufficient);
2. A description of how this assessment specifically aligns with the standards it is cited for in
Section III.
3. A brief analysis of the data findings;
4. An interpretation of how that data provides evidence for meeting standards; and
5. Attachment of assessment documentation, including7:
        (a) the assessment tool or description of the assignment;
        (b) the scoring guide for the assessment; and
        (c) candidate data derived from the assessment.

The narrative section for each assessment (1-4 above) is limited to two text pages. It is preferred
that each attachment for a specific assessment (5a-c above) be limited to the equivalent of five text
pages, however in some cases assessment instruments or scoring guides may go beyond 5 pages.




#1 (Required)-CONTENT KNOWLEDGE: Data from licensure tests or professional
examinations of content knowledge. If your state does not require licensure tests or
professional examinations in the content area, data from another assessment must be presented
to document candidate attainment of content knowledge. Provide assessment information (items
1-5) as outlined in the directions for Section IV

Provide assessment information (items 1-5) as outlined in the directions for Section IV




6
  In some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the
case, assessments that combine content and professional knowledge may be considered ―content knowledge‖
assessments for the purpose of this report.
7
  All three components of the assessment – as identified in 5a-c – must be attached, with the following exceptions: (a)
the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some
assessments, data may not yet be available.


Program Report Template—EDCN                                                                                     13
Updated February 2009


        Alaska does not require a licensure test for school counselors. The program utilizes a
portfolio to document candidate attainment of content knowledge.

Description

       The portfolio evaluates summative knowledge and skills acquired throughout enrollment in
the program with special emphasis during the internship experience.

Alignment
        The portfolio is used to assess the six program outcomes including (1) Essential
Knowledge; (2) Applied Skills; (3) Assessment, Research, and Technology; (4) Professional
Characteristics; (5) Therapeutic Environments; and (6) Ethical Standards. The portfolio must
contain a variety of required documents including (1) a final Professional Counseling Paper, (2)
artifacts that document attainment of internship goals, (3) the site supervisor’s evaluation, and
(4) a self-evaluation. Additionally, candidates create their own document for each outcome.
Candidates who do not successfully pass the first attempt are counseled and given a second
observation. Candidates must pass this assessment in order to pass the course, graduate from
the program, and given an institutional recommendation for school counseling endorsement.

Analysis

        In evaluating the portfolio, it must be noted that there are factors that could affect the
collected data. Students create individualized artifacts to meet the outcomes. It is possible that
some artifacts better illustrate student competence than others. In order to establish needed
standardization, all students are required to submit standardized documents such as a counseling
philosophy paper and a site supervisor evaluation.

       Another possible factor that could affect the collected data is the variance in portfolio
evaluators. Different faculty and site supervisors may have different expectations so some scores
may vary based on the professional opinions of the evaluators. To combat this potential bias,
candidates present their portfolio to a panel of evaluators who provide feedback to the faculty
member. The faculty member determines the final outcome of the portfolio review. If candidate
performance is unacceptable, the candidate will face one or more of the following consequences:
Counseled and advised to complete additional artifacts or internship experiences; issued a grade
of No Pass; or withdrawn from the program.

    A review of the data collected for the last three years indicates that candidates have
performed well on this assessment. Virtually every candidate has successfully completed this
assessment.

Interpretation

    The portfolio appears to be a viable tool that allows students to utilize a multitude of artifacts
that demonstrate their mastery of program content.

Attachments

Attachment       E      contains      the      scoring      guide      and       candidate       data.



14                                                               Program Report Template--EDCN
Updated February 2009




#2 (Required)-CONTENT KNOWLEDGE: Assessment of content knowledge in
counselor education. Examples of assessments include comprehensive examinations; written
interpersonal/presentational tasks; capstone projects or research reports addressing cross-
disciplinary content; philosophy of teaching statement that addresses the role of culture,
literature, and cross-disciplinary content; and other portfolio tasks8.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

Description

        Candidates submit professional counseling philosophy paper that contains ideas that are
congruent with the field of counseling. Candidates get feedback on their papers in three courses
(EDCN A610 Professional and Ethical Orientation to Counseling, EDCN A616 Counseling Theories,
and EDCN A634 Counseling Practicum) before submitting their final paper in EDCN A695(E/S)
Counseling Internship. The final paper contains a synthesis of the candidate’s personalized
meanings of ethical practice, theoretical orientation to counseling, and reflective analysis of the fit
of their orientation after the practical experience gained in practicum and internship.

Alignment

        In order to successfully complete this assessment, candidates must demonstrate mastery
in the areas of communicating essential knowledge of the field of counseling, understanding of
the professional literature, understanding of the personal characteristics associated with
theoretical approaches, communicating ethical behavior expected of counselors.

Analysis

    A review of the data collected for the last three years indicates that candidates have
performed well on this assessment. Virtually every candidate has successfully completed this
assessment. A contributing factor to the candidates’ success with this assessment may be that it
is evaluated in two courses before it is submitted for final evaluation. Candidates are encouraged
to revise their paper based on feedback from instructors.

Interpretation

    The professional paper appears to be a viable tool that allows students to evaluate
professional literature and communicate a personalized meaning of the characteristics and
concepts espoused by counseling theories. It appears that the progressive nature of the
assessment (i.e., requiring candidates to submit sections of the final paper in two different
courses), allows for candidates to review and hone their work prior to submitting a final
document for evaluation.

Attachments




a6735f92-f396-4f60-80ab-56ae205e0517.doc         Submitted on 6-22-09                  Page 15 of 46
Updated February 2009



Attachment F contains the scoring guide and candidate data.


#3 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND
DISPOSITIONS: Assessment that demonstrates candidates can effectively plan
classroom-based instruction (e.g., unit plan) or activities for other roles as special
educators. Examples of assessments include the evaluation of candidates’ abilities to develop
lesson or unit plans. An example would be a differentiated unit of instruction.

Provide assessment information as outlined in the directions for Sections III and IV.

School counselors plan and deliver effective counseling and guidance activities that promote the
academic, career, and social/personal development of students.

Description

        Candidates are observed performing counseling or guidance services by the University
instructor. Typical activities include classroom guidance, small psycho-educational groups, and
individual advisement. Candidates are evaluated on their mastery of knowledge, skills, and
dispositions. Candidates who do not successfully pass the first attempt are counseled and given a
second observation. Candidates must pass this assessment in order to pass the course, graduate
from the program, and given an institutional recommendation for school counseling endorsement.

Alignment

       In order to successfully complete this assessment, candidates must demonstrate the
characteristics associated with effective counseling practice, a command of ethical behavior, and
mastery of counseling skills and techniques.

Analysis

       A review of the data for the last three years suggests that candidates do well on this
assessment. Although not every candidate passed the first attempt, every candidate passed by
the second observation.

Interpretation

    The observation appears to be a viable tool that allows students to demonstrate their mastery
of school counseling in practical situations.

Attachments

Attachment G contains the scoring guide and candidate data.

4 (Required)- PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND
DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and




16                                                              Program Report Template--EDCN
Updated February 2009


dispositions are applied effectively in practice. The assessment instrument used in student
teaching and the internship or other clinical experiences should be submitted.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

Description

        Candidates are evaluated by their site supervisors during practicum and internship. The
site supervisors observe candidates as they perform their day-to-day functions. Early in the
experience, a meeting is held among the candidate, site supervisor, and University instructor to
sign a practicum/internship contract. Candidates present their personalized goals that are based
on the six program outcomes. Additional goals are constructed in collaboration among the three
parties. Site supervisors base their evaluation of the candidates on how successfully they
demonstrated mastery of their goals and thus, program outcomes. The site supervisors’
evaluations are weighed heavily in the final determination of the course grades.

Alignment

       In order to successfully complete this assessment, candidates must demonstrate
knowledge and skills directly tied to all six of the program outcomes: (1) Essential Knowledge;
(2) Applied Skills; (3) Assessment, Research, and Technology; (4) Professional Characteristics; (5)
Therapeutic Environments; and (6) Ethical Standards.

Analysis

         A review of the data for the last three years suggests that candidates do well on this
assessment. During the data collection period, two candidates did not receive a recommendation
for a ―pass‖ the practical experience. The candidates received a pass for the course but not an
institutional recommendation for certification.

Interpretation

    The observation appears to be a viable tool that allows students to demonstrate their mastery
of school counseling in practical situations.

Attachments

Attachment H contains the scoring guide and candidate data.


#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates
candidate effects on student learning. Examples of assessments include those based on
student work samples, portfolio tasks, case studies, follow-up studies, and employer surveys.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

School counselors perform related services that positively affect student development.
Description


a6735f92-f396-4f60-80ab-56ae205e0517.doc       Submitted on 6-22-09                 Page 17 of 46
Updated February 2009



        Candidates are required to demonstrate effective counseling practices through videotaped
interactions. This assessment is housed in the course, EDCN A623 Counseling Skills and
Techniques. Candidates are evaluated on their demonstrated ability to create a therapeutic
relationship and engage in effective strategies. Candidates perform a self-evaluation of their skills
that is submitted with the tape.

Alignment

       In order to successfully complete this assessment, candidates must demonstrate essential
knowledge of counseling theories, therapeutic skills, and professional characteristics. They must
also demonstrate an ability to create a therapeutic environment and engage in ethical behavior.

Analysis

       A review of the data for the last three years suggests that candidates do well on this
assessment. During the data collection period, two candidates did not score in the acceptable
range for the assessment (i.e., did not receive a ―C‖ or better).

Interpretation

   The observation appears to be a viable tool that allows students to demonstrate their
competence to perform counseling services that support student development.

Attachments

Attachment I contains the scoring guide and candidate data.


#6 (Required): Additional assessment that addresses CACREP standards. Examples of
assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests
not reported in #1, and follow-up studies.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

Description

        Beginning Spring 2007, candidates are required to successfully complete a case study
analysis in order to receive a degree in counselor education. During the data collection years this
assessment was named ―comprehensive Examination.‖ Beginning spring 2010, the case study
will cease to be a separate entity and will become a required component of the portfolio
(Assessment #1).

        Candidates are given a written guide for completing this assessment. The instructions are
explained at information sessions held at least twice a year. Candidates are given two case
studies and must select one to analyze. Candidates analyze the case by selecting three of four
provided questions about the case.




18                                                               Program Report Template--EDCN
Updated February 2009


       Candidates who do not successfully pass the first attempt are counseled and given a
second chance. The second attempt may take the form of another case study analysis or an oral
examination. The determination of the format for the second attempts is made in consultation
with the candidate. Candidates must pass this assessment in order to graduate from the program
and be given an institutional recommendation for school counseling endorsement.

Alignment

        In order to successfully complete this assessment, candidates must demonstrate mastery
in the areas of essential knowledge of the counseling field, applied skills, and ethical standards.

Analysis

        A review of the data for the last three years suggests that candidates do well on this
assessment. During the data collection period, four candidates did not pass the first attempt at
this assessment. Two candidates took a second written examination and two took an oral
examination. All candidates passed the assessment on the first or second attempt.

Interpretation

     The case study appears to be a viable tool for evaluating candidate mastery of the counseling
field. Although not every candidate passed the first attempt, candidates were successful after
being counseled and given a second chance.

Attachments

Attachment J contains the scoring guide and candidate data.




           SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE
                CANDIDATE AND PROGRAM PERFORMANCE

Evidence must be presented in this section that assessment results have been analyzed and have
been or will be used to improve candidate performance and strengthen the program. This
description should not link improvements to individual assessments but, rather, it should
summarize principal findings from the evidence, the faculty’s interpretation of those findings, and
changes made in (or planned for) the program as a result. Describe the steps program faculty has
taken to use information from assessments for improvement of both candidate performance and
the program. This information should be organized around (1) content knowledge, (2)
professional and pedagogical knowledge, skill, and dispositions, and (3) student
learning.

        The descriptions of the assessments in Section IV of this report contain the six assessment
findings that address the six program outcomes. The program outcomes encompass the eight
CACREP core standards for counselor education programs. In general, the summary findings
during this assessment process indicated that candidates were clearly meeting the outcomes


a6735f92-f396-4f60-80ab-56ae205e0517.doc       Submitted on 6-22-09                  Page 19 of 46
Updated February 2009


addressed by each assessment. As indicated by the assessment/outcomes matrix (Section III),
key assessments addressed all of the six program outcomes; and thus, the eight CACREP
standards. In addition to the ―key‖ assignments as required for this report, each of our individual
required courses for the EDCN program had numerous other associated assignments addressing
outcomes and standards as well. Consequently, our overall program has multiple indicators for
outcomes and standards.

        Data over the past three years has been very favorable, collectively demonstrating a high
level of candidate mastery of the key assignments. We continue to conduct program assessment
at the department level, analyzing course content to identify gaps, weaknesses, and/or
unnecessary redundancies. For example, a program self-study was conducted during the 2006-
2007 academic year. The review panel consisted of faculty within the program and department,
faculty within the University and faculty outside the state of Alaska. A prime finding of the
committee was the lack of congruence between the program curriculum and national (CACREP)
standards of preparing counselors. As a result the program outcomes and curriculum was revised
during the 2007-2008 academic year. Beginning the 2008-2009 academic year, the program’s
outcomes and curriculum aligns with the core standards espoused by CACREP.

        As we implement our assessment system we plan to continue to refine and update our
program. The assessment process summarized in this report has been an important undertaking
in helping us continue to improve our program.

                                                                     (response limited to 3 pages)




                        SECTION VI—For Revised Reports Only

Describe what changes or additions have been made in the report to address the standards that
were not met in the original submission. List the sections of the report you are resubmitting and
the changes that have been made. Specific instructions for preparing a revised report are
available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4




20                                                             Program Report Template--EDCN
Updated February 2009


                                           ATTACHMENT A
                                        Candidate Information

Directions: Provide three years of data on candidates enrolled in the program and completing
the program, beginning with the most recent academic year for which numbers have been
tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-
baccalaureate, alternate routes, master’s, doctorate) being addressed in this report. Data must
also be reported separately for programs offered at multiple sites. Update academic years
(column 1) as appropriate for your data span. Create additional tables as necessary.


                   Program: Counselor Education


                      Academic               # of Candidates                # of Program
                        Year                 Enrolled in the                Completers9
                                                Program
                      2007-2008                     70                             13
                      2006-2007                     59                             16
                      2005-2006                     55                             21




9
  NCATE uses the Title II definition for program completers. Program completers are persons who have met all the
requirements of a state-approved teacher preparation program. Program completers include all those who are
documented as having met such requirements. Documentation may take the form of a degree, institutional certificate,
program credential, transcript, or other written proof of having met the program’s requirements.


a6735f92-f396-4f60-80ab-56ae205e0517.doc              Submitted on 6-22-09                       Page 21 of 46
Updated February 2009


                                                                     ATTACHMENT B
                                                                   Faculty Information

Directions: Complete the following information for each faculty member responsible for professional coursework, clinical
supervision, or administration in this program.

                                                                                                                                                 Teaching or
                                                                                                                  13
                                             Assignment:                        Tenure         Scholarship, Leadership in                           other
                        Highest              Indicate the         Faculty        Track        Professional Associations, and                     professional
     Faculty         Degree, Field,           role of the         Rank12         (Yes/         Service: 14 List up to 3 major                   experience in
     Member          & University10             faculty                           No)        contributions in the past 3 years                  P-12 schools16
      Name                                    member11                                                             15

Debra Preston       Ph.D. Student           Faculty and           Associate     TRUE        National presentation: Russ, D.P. (2008,          2007-08 -
Russ                Personnel               coordinator for       Professor                 March). Action Oriented Group Activities          presentation to
                    Services. Virginia      Counselor                                       for the Dually Diagnosed. Paper                   Middle School
                    Polytechnic             Education                                       presentation at the annual meeting of the         Counselors'
                    Institute and State     program                                         American Counseling Association,                  meetings.
                    University                                                              Honolulu, HI.                                     2007-08 - Forum
                                                                                                                                              with practicing
                                                                                            2006 - present Alaska School Counselor            counselor program
                                                                                            Association                                       adjuncts.
                                                                                                                                              2007 - Field
                                                                                            Russ, D.P. (2008). Materials used to              experiences survey
                                                                                            teach career education. Career                    to ASD School
                                                                                            Convergence [Online]. Available:                  Counselors.


10
   e.g., PhD in Curriculum & Instruction, University of Nebraska
11
   e.g., faculty, clinical supervisor, department chair, administrator
12
   e.g., professor, associate professor, assistant professor, adjunct professor, instructor
13
   Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel.
Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings
in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.
14
  Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the
institution and unit’s mission.
15
   e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program
16
   Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and
grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.




Program Report Template—EDCN                                                                                           22
Updated February 2009


                                                                       www.ncda.org.                                 2007 - Anchorage
                                                                                                                     School District
                                                                       Preston, D.S. (2006). Exploring the use       Budget
                                                                       of case study analysis in consultant skill    subcommittee for
                                                                       training. Journal of Business Case            Special Education
                                                                       Studies, 2 (1), 29-32                         and Related
                                                                                                                     Programs.
                                                                                                                     2006 - Forum with
                                                                                                                     practicing counselor
                                                                                                                     program adjuncts
Jeffrey Gordon   Ed.D. Special    Professor         Professor   TRUE   Refereed Journal Articles: Editorship and     Supervision of
Bailey           Education                                             lead paper: Graham, L. and Bailey, J.G.       special education
                 Administration                                        (2007). Guest Editors. Special Series:        interns (Elementary
                                                                       Australian Research in Learning               and Secondary) in
                                                                       Disabilities. Journal of Learning             Alaskan schools.
                                                                       Disabilities, 40(5); Graham, L. and Bailey,   Supervised to
                                                                       J.G. (2007). Learning Disabilities and        satisfactory
                                                                       Difficulties: An Australian Conspectus.       completion six
                                                                       Journal of Learning Disabilities, 40(5),      master s and
                                                                       386-391.                                      doctoral students in
                                                                                                                     the areas of gifted
                                                                       Degree completion: Have met all               education, special
                                                                       requirements for the award of a Master of     education,
                                                                       Arts degree in Counseling Psychology,         pediatrics, and
                                                                       University of Alaska Anchorage                developmental
                                                                                                                     psychology,
                                                                       National Level Invited Presentation:          Developed a
                                                                       Emotional self-awareness in healthy           network system to
                                                                       leaders. Invited address, National Special    train Speech and
                                                                       Education Conference of Special               Language
                                                                       Education Administrators, Sydney, June,       Pathologists in
                                                                       2007.                                         Alaska.
                                                                                                                     Two years as a
                                                                                                                     private practicing
                                                                                                                     psychologist
                                                                                                                     working with many
                                                                                                                     children and
                                                                                                                     adolescents and
                                                                                                                     consulting with
                                                                                                                     teachers, principals



a6735f92-f396-4f60-80ab-56ae205e0517.doc      Submitted on 6-22-09               Page 23 of 46
Updated February 2009


                                                                                                                    and schools on
                                                                                                                    issues of behavior
                                                                                                                    disorder, school
                                                                                                                    phobia, school
                                                                                                                    suspension, student
                                                                                                                    anger and
                                                                                                                    aggressive
                                                                                                                    behavior.
                                                                                                                    Consultant to a
                                                                                                                    number of schools
                                                                                                                    on teacher issues
                                                                                                                    such as conflict
                                                                                                                    resolution,
                                                                                                                    mediation, teacher
                                                                                                                    behavior and
                                                                                                                    mental health.
                                                                                                                    Eleven
                                                                                                                    presentations to
                                                                                                                    teachers, allied
                                                                                                                    professionals and
                                                                                                                    parents on a range
                                                                                                                    of student and
                                                                                                                    school issues:
                                                                                                                    mental health,
                                                                                                                    student adjustment
                                                                                                                    and resilience,
                                                                                                                    emotional
                                                                                                                    awareness of
                                                                                                                    school leaders.
Teresa D.     Ph.D. in Behavioral   Faculty -        Associate    TRUE    Bunsen, T.D. (2008). Strategies that      Autism Consultant
Bunsen        Disorders/Autism,     Counseling and   Professor            work: Play based curricula for children   Anchorage School
              University of North   Special                               with autism. (Submission date for         District;Autism
              Texas                 Education                             publication [July 2008]).                 Consultant San
                                                                                                                    Augustine School
                                                                          August 2007. Bunsen, T.D. Integrated      District
                                                                          best practices into classrooms for
                                                                          children with autism. Summer Institute    Behavioral
                                                                          for preschool teachers. Anchorage, AK     Consultant Mat-Su
                                                                                                                    School Dist - 2006-
                                                                          February 2008. Bunsen, T.D. IDEIA         08



24                                                               Program Report Template--EDCN
Updated February 2009


                                                                          regulations: Writing better IEPs. Mat-Su
                                                                          School District, Palmer, AK.                Supervision of
                                                                                                                      Special Education
                                                                          State of Alaska Council on Disabilities -   Interns (2005-
                                                                          2005-07                                     2008): Fairbanks,
                                                                                                                      Anchorage, Mat-Su,
                                                                          University of Alaska Anchorage Internal     Kenai, Glenallen
                                                                          Review Board 2006-07, member                School Districts

                                                                          Chair Faculty Peer Review Board, 2006-
                                                                          07
Valerie        Ph.D.                Adjunct Faculty   Adjunct     FALSE   Demming, V. (1996). Wings.                  Elementary School
Demming        Organizational                         Faculty             Bereavement Magazine                        Counselor, Pearl
               Systems, Saybrook                                                                                      Creek ES, Alaska,
               Graduate School                                            Member, American Counseling                 1988-1988
               and Research                                               Association, Alaska School Counselor
               Cetner                                                     Association                                 Licensed
                                                                                                                      Professional
               M.Ed. Guidance                                             Alaska School Counselor of the Year,        Counselor
               and Counseling                                             1996
Heather Nash   D.Ed. The            Adult Education   Assistant   TRUE    Professional memberships: American          Training, Jacqui
               Pennsylvania State   and Educational   Professor           Association of Adult and Continuing         Campbell domestic
               University. Major:   Research                              Education (AAACE)                           violence danger
               Adult Education.     Faculty                               Commission of Professors of Adult           assessment, 2008.
               Minor: Women's                                             Education (CPAE)
               Studies.
                                                                          Presentation: Xiao, L., Merkel, C., Nash,
                                                                          H., Ganoe, C., Rosson, M.B., Carroll, J.,
                                                                          Shon, El, Lee, R. and Farouq, U. (2005).
                                                                          Students as teachers and teachers as
                                                                          learners. Hawaii International
                                                                          Conference on System Sciences.
                                                                          Hawaii, University of Hawai'i at Manoa,
                                                                          January 3-6, 2005.

                                                                          Journal article: Nash, H., & Thrasher-
                                                                          Livingston, K. (in review). Success,
                                                                          disabilites, and adult education: An
                                                                          historical journey. Adult Education
                                                                          Quarterly.



a6735f92-f396-4f60-80ab-56ae205e0517.doc       Submitted on 6-22-09                 Page 25 of 46
Updated February 2009


Paul          M.A. in Education   Department of   Term         FALSE   Memberships: Smithsonian Pacific             Keynote Speaker,
Ongtooguk     emphasis in         Teaching and    Assistant            Northwest Collections, Alaska Native         ANchorage School
              Curriculum and      Learning        Professor            Advisory Board - 2005-present.               District Summer
              Teacher                                                  State of Alaska Historical Society - 2006-   Academy: "Diversity
              Education,                                               present. Friends of the Jesse Lee Home       in our schools"
              Michigan State                                           - 2006-present. Founding Board of            June, 2007.
              University                                               Directors, Jesse Lee Home - 2007-            Speaker, Alaska
                                                                       present. Cook Inlet Historical Society -     Flag Day
                                                                       2003-present.                                Celebration. "Jesse
                                                                                                                    Lee Home" July,
                                                                       Ongtooguk, P. (2008). Using the circle of    2007. Facilitator
                                                                       objects to teach about place. In Start       "Alaska's Original
                                                                       Talking: A handbook for engaging difficult   Cuisine", Alaska
                                                                       dialogues in higher education: University    Historical Society
                                                                       of Alaska and Alaska Pacific University      and Museum
                                                                       with support from the Ford Foundation:       Conference, 2007.
                                                                       Anchorage, AK.                               Speaker, US
                                                                                                                    Department of the
                                                                       Ongtooguk, P. & Dybdahl, C. (2008).          Interior, ANILCA
                                                                       "Learning facts, not stereotypes." in        Seminar.
                                                                       Everyday Racism. Pollock, M. (Ed) NY:        November, 2007.
                                                                       The New Press.                               Member, Design
                                                                                                                    Team, Avante-
                                                                                                                    Garde Learning
                                                                                                                    Foundation,
                                                                                                                    Performance Based
                                                                                                                    Teacher
                                                                                                                    Preparation
                                                                                                                    Program, 2008.
                                                                                                                    Speaker at various
                                                                                                                    high school classes
                                                                                                                    for Anchorage
                                                                                                                    School District,
                                                                                                                    2007-08. Judge,
                                                                                                                    "We the People
                                                                                                                    Program" Romig
                                                                                                                    Middle School,
                                                                                                                    2008. Speaker,
                                                                                                                    "Having a Plan After
                                                                                                                    High School", 2007.



26                                                            Program Report Template--EDCN
Updated February 2009


                                                                                                                    Speaker, Service
                                                                                                                    High School,
                                                                                                                    "Modern Alaska
                                                                                                                    Native Issues",
                                                                                                                    2007. Speaker,
                                                                                                                    "Tribal Government
                                                                                                                    Curriculum in the
                                                                                                                    Schools." Tribal
                                                                                                                    Education
                                                                                                                    Departments
                                                                                                                    National Assembly,
                                                                                                                    2006. Cultural
                                                                                                                    sensitivity training,
                                                                                                                    Alaska National
                                                                                                                    Insurance
                                                                                                                    Company, 2006.
                                                                                                                    Panel Speaker,
                                                                                                                    "Purposes of
                                                                                                                    Education" Bartlett
                                                                                                                    High School, 2006.
Kristin Owens   Ph.D. Higher         Adjunct Faculty   Adjunct   FALSE   Owens, K. A. (2005). Championing the       Assistant Director,
                Education, The       - Counseling      Faculty           academic partnership. The Journal of       Academic Affairs,
                Pennsylvania State   and Special                         Continuing Higher Education, 53 (1), 34    Matanuska-Susitna
                University, 2001     Education                           38.                                        College
                                     Department                          Academic Presentations:
                                     (instructs                           The Academic Consulting Model
                                     Counseling                          The Association for Continuing Higher
                                     courses)                            Education (ACHE) Tri-regional
                                                                         Conference - Eugene, OR - May 2004

                                                                          Partnering with Professional Societies
                                                                         University Continuing Education
                                                                         Association (UCEA) 88th Annual
                                                                         Conference - San Antonio, TX - April
                                                                         2004
Barb Shogren    M.Ed. Guidance       Adjunct Faculty   Adjunct   FALSE   Project coordinator and editor of Alaska   Member of Mat Su
                Counseling                             Faculty           School Counseling Framework - 2007         School District Wide
                                                                                                                    Career & Technical
                                                                         Past President and Executive Board         Advisory Board as
                                                                         Consultant to Alaska School Counselor      School Counselor



a6735f92-f396-4f60-80ab-56ae205e0517.doc        Submitted on 6-22-09              Page 27 of 46
Updated February 2009


                                                                        Association 2005 2008 (member of          representative
                                                                        AkSCA Executive Board since 1998)         (1999 present)

                                                                        Member of Mat Su College Task Force       1978-2013 Alaska
                                                                        for development of Veterinary Assistant   Professional
                                                                        degree program 2008-2009                  Teacher Type A
                                                                                                                  Certificate in Home
                                                                                                                  Economics
                                                                                                                  Education and in
                                                                                                                  Counseling and
                                                                                                                  Guidance
                                                                                                                  (Counseling
                                                                                                                  Certificate became
                                                                                                                  Type C with license
                                                                                                                  renewal in 2008)

                                                                                                                  AK Licensed
                                                                                                                  Professional
                                                                                                                  Counselor 1998
                                                                                                                  present
Ann Whitley   Ph.D. Sport          Adjunct Faculty   Adjunct    FALSE   Member of the College of Education        Counselor with
              Psychology,                            Faculty            Review Committee                          Anchorage School
              Capella University                                                                                  District 1983 to
                                                                        Counseling Department Chair Anchorage     present: 1994-
                                                                        School District                           Present
                                                                                                                  Counselor/Work
                                                                        Area Sports Administrator for State of    Experience
                                                                        Alaska                                    Coordinator
                                                                        People to People                          Benny Benson
                                                                                                                  Secondary School-
                                                                                                                  Anchorage School
                                                                                                                  District.
                                                                                                                  Holds Alaska Type
                                                                                                                  C certification,
                                                                                                                  Nationally certified
                                                                                                                  Cognitive
                                                                                                                  Behavioral
                                                                                                                  Therapist (CCBT)




28                                                             Program Report Template--EDCN
Updated February 2009




a6735f92-f396-4f60-80ab-56ae205e0517.doc   Submitted on 6-22-09   Page 29 of 46
Updated February 2009


                                     ATTACHMENT C
                                  Program Information

Counselor Education
http://coe.uaa.alaska.edu/coun
The MEd in Counselor Education is designed for individuals who
desire initial professional preparation as counselors in public
schools or community agencies. The program encompasses theory,
research, and practice relating to the delivery of counseling
services to children, adolescents or adults who require assistance
with developmental, academic, personal, social, or career issues.
STUDENT OUTCOMES
1. Communicate essential knowledge and understandings of the
profession of counseling including an ability to integrate
knowledge into personally meaningful frameworks.
2. Apply practical knowledge that is developmentally
appropriate to individuals and groups.
3. Utilize assessment, research, and technology to support and
improve counseling practices.
4. Show characteristics relating to effective counseling practice.
5. Create positive therapeutic environments for all clients.
6. Engage in work that meets ethical standards and legal
mandates in the field of counseling.
ADMISSION REQUIREMENTS
1. See Admission Requirements for Master's Degrees at the
beginning of this chapter and Admission Requirements for
Master of Education degrees at the beginning of this section.
2. Submit Graduate Record Examination (GRE) General Test

scores (minimum 800 combined verbal and quantitative and
4.0 analytical writing) or Miller Analogies Test (MAT) score
(minimum of 40th percentile).
3. Complete the Counselor Education Application (application
packet can be found on the program web site).
4. Submit three letters (or reference forms) of professional
recommendation (see application packet for forms).
5. Provide a goal statement of approximately 500 words that
contains an autobiography, career goals, and how the MEd
program relates to those goals.
6. Participate in an interview (if requested).
7. Provide a writing sample (if requested).
BACKGROUND CHECK REQUIREMENTS
See Field Placements located at the beginning of the College of
Education section of this chapter.
PROGRAM REQUIREMENTS
1. Research Core (6 credits):
EDRS A660 Fundamentals of Research in
Education 2*
EDRS A664 Developing and Writing Literature
Reviews 2



Program Report Template—EDCN                                         30
Updated February 2009


Research course(s) by advisement 2
*Must be taken within the first 12 credits of program coursework.
2. Counselor Education Core (30 credits):
EDCN A610 Professional and Ethical Orientation
to Counseling 3
EDCN A613 Human Development for Helping
Professionals 3
EDCN A614 Counseling Diverse Populations 3
EDCN A616 Counseling Theories 3
EDCN A620 Assessment in Counseling 3
EDCN A623 Counseling Skills and Techniques 3
EDCN A624 Group Counseling 3
EDCN A632 Lifespan Career Development 3
EDCN A634 Counseling Practicum 3
EDSE A632 Special Education Law: Principles
and Practices 3
3. Choose one of two options:
a. School Counseling
b. Community Agency Counseling.
The School Counseling option addresses the State of Alaska
Department of Education and Early Development (EED) requirements
for a Type C Special Services Certificate with an
endorsement in Counseling and Guidance. Both options address
the academic requirements for the credential of National
Certified Counselor (NCC). Additional requirements apply.
See the National Board for Certified Counselor for more information:
www.nbcc.org. Both options also address partial academic
requirements for the credential of Licensed
Professional Counselor (LPC). Candidates must have a total of
60 credits approved by the LPC Board. Additional requirements
apply. See the Alaska Board of Professional Counselors
web site for more information:
www.commerce.state.ak.us/occ/ppco.htm
a. School Counseling (12 credits)
The School Counseling option is designed for individuals
who want to work as counselors in public school settings.
EDCN A625 Administration and Practices in
School Counseling 3
EDCN A633 Counseling Children and
Adolescents 3
EDCN A695E* Counseling Internship:
Elementary School (3-6) 3
or
EDCN A695S* Counseling Internship:
Secondary School (3-6)
Electives by Advisement 3
*EDCN A695E Counseling Internship: Elementary School
and EDCN A695S Counseling Internship: Secondary
School cannot be used to fulfill elective course
requirements for the degree.
Alaska Certification Note: The School Counseling option


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Updated February 2009


may lead to an institutional recommendation for a Type C
Special Services Certificate with an endorsement in
Counseling and Guidance. Candidates will be considered
for endorsement at the elementary (K-8) or secondary (7-
12) level upon completion of an internship at the
appropriate level. Thus, candidates seeking institutional
recommendation for grades K-12 must successfully
complete internships at both elementary and secondary
levels. Candidates will need additional coursework not
required for the degree. EED requires approved
coursework in multicultural education/cross-cultural
communication and Alaska studies. The multicultural
education/cross-cultural communication requirement is
met through completion of EDCN A614 Counseling
Diverse Populations if taken after May 2008. For a list of
all approved courses, see the EED web site:
www.eed.state.ak.us.
b. Community Agency Counseling (12 credits)
The Community Agency Counseling option is
designed for individuals who want to work as
counselors in community agency settings.
EDCN A627 Counseling in Community
Agencies 3
EDCN A690 Current Topics in
Counseling (1-3) 3
EDCN A695C* Counseling Internship:
Community Agency (3-6) 3
Electives** by Advisement 3
*EDCN A695C Counseling Internship: Community
Agency cannot be used to fulfill elective course
requirements for the degree.
**Students seeking a concentration in career education
counseling should choose CTE A611 Historical and
Philosophical Foundations of Career and Technical
Education.
4. See College of Education Graduation Requirements at the
beginning of this section.
5. A portfolio is required.
6. A total of 48 credits is required for the degree.




32                                                           Program Report Template--EDCN
Updated February 2009




a6735f92-f396-4f60-80ab-56ae205e0517.doc   Submitted on 6-22-09   Page 33 of 46
Updated February 2009


                                Attachment D
              Program Outcomes Alignment with CACREP Standards

                                   CACREP STANDARDS

The national standards for counselor education programs states that students should have
knowledge and skills in the areas listed below. The standards have been incorporated into the
program outcomes.

   1. Professional Orientation and Ethical Practice – Professional counselors have an
      understanding of all of the aspects of professional functioning.
   2. Social and Cultural Diversity – Professional counselors have an understanding of the
      cultural context of relationships, issues and trends in a multicultural society.
   3. Human Growth and Development – Professional counselors have an understanding of the
      nature and needs of individuals at all developmental levels, and in multicultural contexts.
   4. Career Development – Professional Counselors have an understanding of career
      development and related life factors.
   5. Helping Relationships – Professional counselors that provide an understanding of the
      counseling process in a multicultural society.
   6. Group Work – Professional counselors have both theoretical and experiential
      understandings of group purpose, development, dynamics, theories, methods and skills,
      and other group approaches in a multicultural society.
   7. Assessment – Professional counselors have an understanding of individual and group
      approaches to assessment and evaluation in a multicultural society.
   8. Research and Program Evaluation – Professional counselors have an understanding of
      research methods, statistical analysis, needs assessment, and program evaluation.

                                   PROGRAM OUTCOMES
The program outcomes are congruent with standards mandated by the Council on Accreditation
of Counseling and Related Educational Programs and the National Council for Accreditation of
Teacher Education programs. At the completion of this program, students are able to:

   1. Communicate essential knowledge and understandings of the profession of counseling
      including an ability to integrate knowledge into personally meaningful frameworks.
      CACREP: 1, 5
   2. Apply practical knowledge that is developmentally appropriate to individuals and groups.
      CACREP: 2, 3, 4, 6
   3. Utilize assessment, research, and technology to support and improve counseling
      practices. CACREP: 4, 7, 8
   4. Show characteristics relating to effective counseling practice. CACREP: 1, 2, 5
   5. Create positive therapeutic environments for all clients CACREP: 2, 5.
   6. Engage in work that meets ethical standards and legal mandates in the field of
      counseling. CACREP: 1, 2, 4, 5, 6, 7




Program Report Template—EDCN                                                                    34
                                                       ATTACHMENT E
                                                      Portfolio Review
Candidate:                                                                                                        ID
Mentor:                                                                                E-mail
University Supervisor:                                                                 E-mail
695                                                     Internship Placement                                                            K-8    8-12   other


  Outcome #                 OUTCOME                                                 DEFINITION                                    MET         NOT     DATE
               Communicate essential                 The counselor exhibits foundational knowledge of the profession of
               knowledge, understanding, and         counseling including critical events, credentialing, individual counseling
                                                     theories, group counseling dynamics and theories, and career
      1        personalized meanings of the
               counseling profession.
                                                     counseling theories. The counselor articulates a personal orientation to
                                                     counseling that is congruent with literature in the field.

                                                     The counselor understands child growth and development, including
               Apply practical knowledge that expected and exceptional stages and the implications of development
               is developmentally appropriate for counseling practices. The counselor applies effective counseling
      2        to individuals and groups.     practices including use of non-verbal and verbal techniques as well as
                                                     adaptive theoretical strategies to a range of client situations. The
                                                     counselor accurately analyzes case studies.
                                                     The counselor understands legal issues related to assessment and has
               Utilize assessment, research,         knowledge and skills to implement a comprehensive program of
               and technology to support and         assessment, evaluation, reporting to optimize client services. The
      3        improve counseling practices.         counselor engages in practical research including counseling program
                                                     evaluation. The counselor utilizes technology in the effective delivery of
                                                     counseling services.
               Show the characteristics              The counselor exhibits the professional characteristics necessary for
               relating to effective counseling      the effective work in the counseling field including empathy, warmth,
      4        practice.                             flexibility, congruence, maturity, and the ability to deal with ambiguity.


                                                     The counselor understands the importance of valuing individual
               Create positive therapeutic           differences, including cultural and social diversity, in educational and
      5        environments for all clients.         community settings and programs. The counselor is competent in
                                                     developing therapeutic environments that facilitate the healthy social,
                                                     emotional, physical, cultural, and academic growth of clients.
               Engage in work that meets             The counselor is aware of, and abides by, the highest standards of
               ethical standards and legal           ethical and professional practice. The counselor is cognizant of federal
                                                     and state laws that govern the counseling profession including
      6        mandates in the field of
               counseling.
                                                     suspected abuse reporting laws and procedures.


                             Portfolio complete and approved:                        Yes                  No
                             Comments attached:                                      Yes                    No
                             Standards met:                                          Yes                    No
                             Mentor’s final Internship Evaluation Attached           Yes                    No
Intern:                                                                                                        Date:

University Supervisor:                                                                                          Date:

                                                                  DATA

Academic Year                                     Number of Candidates Passed                         Number of Candidates Not Passed
                                                  EDCN A634                EDCN A636                   EDCN A634                  EDCN A636
2008-2009                                        21 (100%)                 16 (100%)                  0                           0
2007-2008                                        19 (100%)                 16 (100%)                  0                           0
2006-2007                                        12 (100%)                 13 (100%)                  0                           0
       Updated February 2009


                                                        ATTACHMENT F
                                                   Professional Paper
       Name:                                                                                           =

               Range and depth of position; logic of theoretical integration; quality of research
               or original thought; appropriate sense of complexity of the position; appropriate
 Quality of    awareness of conflicting theoretical concepts and ethical mandates; congruence           1 2 3 4 5
   ideas       with accepted principals and practices in counseling. Comments:                          Weighted x 3 =

               Program Outcomes:             Essential         Knowledge,   Research,   Professional
               Characteristics, Ethical Standards.

Organization Effective title; clarity of position statement; logical and clear arrangement of
     &       ideas; effective use of transitions; unity and coherence of paragraphs; good               1   2   3 4   5
Development development of ideas through supporting details and evidence. Comments:


               Ease of readability; appropriate voice, tone and style for paper; clarity of
Clarity and
               sentence structure; gracefulness of sentence structure; appropriate variety and          1   2   3 4   5
   Style
               maturity of sentence structure; appropriate use of APA 5 formatting. Comments:


 Sentence      Grammatically correct sentences; absence of comma splices, run-ons, fragments;
 Structure
               absence of usage and grammatical errors; accurate spelling; careful proofreading;        1   2   3 4   5
    and
 Mechanics     attractive and appropriate manuscript form. Comments:

                Your response does not address the assignment.        Additional Feedback

                Grammatical/mechanical errors are numerous
               enough to interfere with understanding your response.

One or more
  of these      The organization of your response is not clear.
 features
 requires       The logic of your position is confusing. (Outcome:
 attention     Essential knowledge)
                Your position is not supported by the literature.
               (Outcome: Research)
                Your position is not congruent with accepted
               principals and practices in counseling. (Outcome:
               Ethics)
       Key:
       5 = Exceptional demonstration of knowledge and skills in this area
       4 = Above average demonstration of knowledge and skills in this area
       3 = Average demonstration of knowledge and skills in this area
       2 = Below average demonstration of knowledge and skills in this area
       1 = Marginal demonstration of knowledge and skills in this area

       4                                                                    Program Report Template--EDCN
                                    Data

Academic Year         Number of Candidates Passed         Number of Candidates Not Passed
                      EDCN A634            EDCN A636      EDCN A634          EDCN A636
2008-2009             21 (100%)            16 (100%)      0                 0
2007-2008             19 (100%)            16 (100%)      0                 0
2006-2007             12 (100%)            13 (100%)      0                 0




d. russ spring 2007     Practicum and Internship Manual                                  5
Updated February 2009


                                        ATTACHMENT G
                                    Internship Observation
Candidate Name and ID: ________________________________________________________
Site:_________________________________________________________________________
Name and Type of Activity:_______________________________________________________
Score (Note: a minimum score of 18 is required for a grade of ―Pass‖):___________________

Directions: Evaluate the candidate’s demonstration of knowledge, skills, and dispositions with
regards to this assignment using the following schema:

1 = Below standard. The candidate did not demonstrate the competence in this demonstration that
one would expect of a graduate counseling candidate.

2 = At standard. The candidate did demonstrate the competence in this demonstration that one
would expect of a graduate counseling candidate.

3 = Above standard. The candidate clearly demonstrated multiple strengths in this demonstration
beyond what one would expect of a graduate counseling candidate.

Whereas:
   Knowledge refers to the candidate’s expressed mastery of the cognitive ability needed to
      perform the demonstration. (Program Outcomes: Essential Knowledge, Professional
      Characteristics, Therapeutic Environment, Ethical Standards)

       Skills refers to the candidate’s expressed mastery of the behavioral ability needed to
        perform the demonstration. (Program Outcomes: Applied Skills, Professional Characteristics,
        Therapeutic Environment, Ethical Standards)

       Dispositions refers to the candidate’s expressed mastery of the attitudinal ability needed to
        perform the demonstration. (Program Outcomes: Professional Characteristics, Therapeutic
        Environment, Ethical Standards)

                            Knowledge           Skills           Dispositions       Total
Beginning of Activity
Middle of Activity
End of Activity

Comments:

                                                  Data

Academic Year                         Number of Candidates Passed      Number of Candidates Not Passed
                                      EDCN A634          EDCN A636      EDCN A634           EDCN A636
2008-2009                            20 (95%)            16 (100%)     1(5%)*               0
2007-2008                            18 (95%)            15 (94%)      1(95%)               1 (6%)
2006-2007                            12 (100%)           13 (100%)     0                    0

                        *Candidates successfully passed a second observation


6                                                                Program Report Template--EDCN
                                             ATTACHMENT H
                                       Site Supervisor Evaluation

                          UNIVERSITY OF ALASKA ANCHORAGE
                                                 College of Education
                         3211 Providence Drive, PSB Suite 225, Anchorage, Alaska 99508-4614

                                             Counselor Program
                      Practicum/Internship Student Evaluation: SUPERVISOR FORM



    Student:                                                                  Date:

    Supervisor:                                                               Phone:

    e-mail:                                                                   Fax:

    Practicum Site:


The goals of the Counselor Graduate Program are to develop interns’ abilities to:
   1. Communicate essential knowledge and understandings of the profession of counseling
      including an ability to integrate knowledge into personally meaningful frameworks.
   2. Apply practical knowledge that is developmentally appropriate to individuals and groups.
   3. Utilize assessment, research, and technology to support and improve counseling practices.
   4. Show characteristics relating to effective counseling practice.
   5. Create positive therapeutic environments for all clients.
   6. Engage in work that meets ethical standards and legal mandates in the field of counseling.
The goals of the counseling practicum/internship are to offer interns opportunities to:
     1. work with a diverse population, experiencing a variety of problems and using varied intervention
        methodologies,
     2. demonstrate ability to integrate counseling knowledge and skills in an agency or school setting, and
     3. acquire new knowledge and skills in an agency or school setting.

Instructions:
This form is designed to help supervisors provide feedback about the performance of practicum interns. This
form will become part of the intern’s record for this course and will be considered in assigning grades for the
practicum/internship. Please answer each item using the scale provided. Space is provided following each
category group for specific comments. There is also space at the end of this form for general comments. If
you feel it would be helpful to put anything into context from the outset, please feel free to do so below.

Comments:




d. russ spring 2007                         Practicum and Internship Manual                                    7
Updated February 2009

INTERN PERFORMANCE STANDARDS
Note: Intern ratings must equal 141 to qualify for a “Pass” of this assessment.

    NA Not Applicable - not enough information to for a judgment, or not observed
    1 Far Below Expectations – needs much improvement, a concern
    2 Below Expectations – needs some improvement to meet standards
    3 Acceptable – meets standards at average level for practicum students
    4 Above Expectations – performs above average level for practicum students
    5    Far Above Expectations – a definite strength, performs well beyond average levels
1. The intern communicates essential knowledge, understanding, and personalized meanings
of the counseling profession.

    NA     1   2   3   4   5
                               Articulates an understanding of the roles of a counsel in the setting.
                               Engages in appropriate work tasks.
                               Requests clarification of work responsibilities when needed.
                               Communicates an understanding of how theory applies to practice.
                               Completes required tasks at a level expected of a beginning counselor.
                               Is responsive to norms for professional practice at the site.

Comments:




Suggested areas for further study:



2. The intern applies practical knowledge that is developmentally appropriate to individuals
and groups.
    NA     1   2   3   4   5
                               Communicates an understanding of growth and development.
                               Applies effective counseling practices.
                               Demonstrates awareness and sensitivity to cultural issues.
                               Accurately analyzes client/student situations.
                               Designs successful group or individual interventions.

Comments:




Suggested areas for further study:



 3. The intern utilizes assessment, research, and technology to support and improve
 counseling practices.
A. Knowledge of assessment
    NA     1   2   3   4   5
                               Communicates an appreciation of the appraisal needs for individuals and groups.
                               Effectively applies assessment knowledge and techniques with individuals and groups.

8                                                                           Program Report Template--EDCN
B. Knowledge of research
   NA      1    2     3   4   5
                                  Communicates an appreciation of the need to evaluate counseling programs.
                                  Effectively applies program evaluation techniques.

C. Knowledge of technology
   NA      1    2     3   4   5
                                  Communicate an understanding of the technology used at the site.
                                  Effectively uses technology with individuals or groups.

4. The intern shows characteristics relating to effective counseling practice.

   NA      1    2     3   4   5
                                  Actively seeks supervision when necessary.
                                  Receptive to feedback and suggestions from supervisor.
                                  Understands information communicated in supervision.
                                  Successfully implements suggestions from supervisor.
                                  Communicates awareness of areas that need improvement.
                                  Shows willingness to explore strengths and weaknesses.
                                  Displays emotional maturity.
                                  Exhibits warmth, genuineness, and unconditional positive regard.
                                  Cooperates with others
                                  Uses self-disclosure appropriately.
                                  Demonstrates an ability to establish rapport with a variety of clients/students.
                                  Appears comfortable interacting with other staff members.
                                  Effectively conveys information and expresses own opinions.
                                  Is reliable and self-initiating.

Comments:




Suggested areas for further study:



5. The intern creates a positive therapeutic environment for all clients.
   NA      1    2     3   4   5
                                  Appears comfortable interacting with clients.
                                  Initiates interactions with clients.
                                  Communicates effectively with clients.
                                  Builds rapport and respect with clients.
                                  Is sensitive and responsive to client’s needs.
                                  Is sensitive to cultural differences.
                                  Is sensitive to issues of gender differences.

Comments:


Suggested areas for further study:


d. russ spring 2007                               Practicum and Internship Manual                                    9
6. Engage in work that meets ethical standards and legal mandates in the field of
counseling.
  NA     1   2   3    4   5
                               Reliably and accurately keeps records.
                               Written or verbal reports are accurate and factually correct.
                               Written or verbal reports are presented in presented in professional manner.
                               Maintains confidentiality of students/colleagues.
                               Complies with legal mandates such as reporting suspected child abuse/neglect.
                               Engages in behavior consistent with professional practice.
                               Communicates without intent to deceive.
                               Regularly reports to work on time as scheduled.
                               Notifies supervisor of absence or tardiness.

Comments:

Suggested areas for further study:



General Comments
Overall, what would you identify as the intern’s strong points?




What would you identify as areas in which the intern should improve?




Do you believe the intern is prepared for employment as a counselor at his/her present level? Please
explain.




Would you recommend that this intern receive a “pass” for practicum/internship? Please explain.




Additional Comments:




Site Supervisor Signature                                                         Date

Please return original to the intern. Alternatively, please mail to the Counselor Education Program
Coordinator, University of Alaska Anchorage, College of Education, Counseling and Special Education,
3211 Providence Drive, PSB225, Anchorage, AK 99508 – 4614.
                                   Data

Academic Year         Number of Candidates Passed           Number of Candidates Not Passed
                      EDCN A634            EDCN A636        EDCN A634          EDCN A636
2008-2009             21 (100%)            16 (100%)        0                 0
2007-2008             18 (95%)             16 (100%)        1(5%)             0
2006-2007             11 (92%)             13 (100%)        1(8%)             0




d. russ spring 2007       Practicum and Internship Manual                               11
Updated February 2009



                                      ATTACHMENT I
                          Counseling Skills Demonstration
NOTE: Students are to indicate the examples of counselor/client statements that illustrate the
following skills.
Student: ____________________________________________

Skill           Skill          Number         Overusing/underusing? Accuracy           Numeric
Category                       used (tally)                                            grade
Nonverbal       SOLER


Examples of specific segments in the tape that illustrate these skills:


Skill           Skill          Number         Overusing/underusing? Accuracy           Numeric
Category                       used (tally)                                            grade
Opening      Door opener
             Minimal
             encourager
             Open/closed
Examples of specific segments in the tape that illustrate these skills:


Skill           Skill          Number         Overusing/underusing? Accuracy           Numeric
Category                       used (tally)                                            grade
Reflecting    Paraphrasing
              Feelings
              Meanings
Examples of specific segments in the tape that illustrate these skills:


Skill           Skill        Number       Overusing/underusing? Accuracy        Numeric
Category                     used                                               grade
                             (tally)
Assessment   MSE
             Form
             Genogram
Examples of specific segments in the tape that illustrate these skills:

                                                Data

Academic Year       Number of Candidates Passed      Number of Candidates Not Passed    Total
2008-2009           9 (90%)                          1 (10%)                            10
2007-2008           9 (90%)                          1 (10%)                            10
2006-2007           8 (100%)                         0                                  8


12                                                                Program Report Template--EDCN
                                        ATTACHMENT J
                                         Case Study

Directions: Score the five dimensions of the case study using the scoring criteria. The minimum
passing score for the examination is 300.

The five dimensions are defined as the following:
    Clarity. The written response is clearly communicated with few grammatical errors.
    Organization. The written response reads easily and is coherent and logical in its
       presentation.
    Completeness. The written response directly addresses all components of the question.
    Accuracy. The written response contains correct information that is widely accepted in
       the field. (Program Outcomes: Essential Knowledge, Applied Skills, Ethical Standards)
    Mastery. The written response appropriately refers to recognized terms, theorists, and
       concepts in the counseling field and the response is written in the manner appropriate of a
       candidate for a graduate degree. (Program Outcomes: Essential Knowledge, Applied
       Skills, Ethical Standards)

Scoring criteria:
10 = Below standard. The candidate did not demonstrate the knowledge expected of a graduate
counseling program candidate.

20 = At standard. The candidate did demonstrate the knowledge expected of a graduate
counseling program candidate.

30 = Above standard. The candidate clearly demonstrated multiple strengths in the knowledge
expected of a graduate counseling program candidate.

Candidate Examination #_________Case Study Name___________________________

            Clarity     Organization    Completeness     Accuracy     Professionalism     Total
Question
A

Question
B

Question
C

Question
D

Comments:

Evaluator Signature:_____________________________________________
Updated February 2009


                                            Data

Academic Year   Pass First Attempt   Pass Second Attempt   Pass Second Attempt   Total
                                            Written                Oral
2008-2009           18 (90%)                1 (5%)               1 (5%)          20 (100%)
2007-2008           17 (94%)                  NA                 1 (6%)          18 (100%)
2006-2007           18 (95%)                1 (5%)                 NA            19 (100%)




14                                                          Program Report Template--EDCN

								
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