|
|
|
|
|
|
|
|
|
|
|
|
||||||||
|
|
|
|
||||||
|
|
|
|
||||||
|
|
|
|
|
|
||||
|
|
|
|||||||
|
|
|
|||||||
Archived:
Course Description: This course will address problems of handling data in school systems and their divisions. In addition to the functional analysis, includes development of forms and current and proposed hardware. Flexibility given in terms of the special areas of interest to the students. Objectives: Course Expectations and Evaluation:
Course Schedule June 27 (M)
Introduction, school counseling and Microsoft PowerPoint | Top of the Page |
Standard 5 Comprehensive Prevention and Early Intervention for Achievement
Standard 12 Professional Leadership Development
Standard 13 Collaboration and Coordination of Pupil Support Systems
Standard 15 Technological Literacy
Standard 28 Organizational and System Development
Standard 30 Research, Program Evaluation and Technology
| Top of the Page |
Description of the Comprehensive School Counseling: http://collaboratory.nunet.net/vonsteuben/counseling/page3.html Education Trust: http://www.edtrust.org/main/main/index.asp Comprehensive School Counseling Model, North Carolina: http://www.dpi.state.nc.us/curriculum/Guidance/ | Top of the Page | Your program should include: Institution description - Use data gathering procedures to document the nature and scope of the need for counseling Mission/Vision - State overall goal(s) you want to achieve. Use the knowledge of current trends in school reform and development Objectives and Outcomes - State specific program objectives, activities planned to achieve the objectives and specific results you are expecting (See Objective Example) Collaboration - Utilize resources within the community to provide leadership in the development and maintenance of viable school-community partnerships, demonstrate knowledge and skills in collaborating with public and private community-based organizations, agencies, and others that contribute to improve learning outcomes for students. Budget and Funding - Utilize various sources of funding that support pupil support services programs. The budget should include: personnel, material and supply, assessment, professional development, and transportation.
2. The extent to which the goals, objectives, and outcomes to be achieved by the designed program are clearly specified and measurable (10). 3. The extent to which the design of the project is appropriate to, and will successfully address, the needs of the target population (10). 4. The extent to which the design of the proposed project reflects up-to-date knowledge from research and effective practice (10). 5. The extent to which the proposed project will be collaborated with related efforts, and with other appropriate community resources (5). 6. The extent the project budget is well
organized and clearly presented (5).
http://www.schoolcounselor.org/library/modeltext.pdf http://www.ohioschoolcounselors.org/asca/pstatements/counsel.pdf http://collaboratory.nunet.net/vonsteuben/counseling/page3.html Education Trust: Comprehensive School Counseling Model,
North Carolina: | Top of the Page | Objective 1: Implement national career
guidance model to provide early information about college options,
requirements, and financial aid to all students 2) Internet workshops will be provided to student participants to conduct career exploration and search for college and financial aid information and job resources on the Web. It will be offered every year to all project students by the project school counselors. 3) Work shadowing and college shadowing will be coordinated through the mentor program to provide the student participants with opportunities to observe industry cooperation in the region and understand the value of receiving higher education in the workplace. College mentors will be asked to bring their students to their classes, library, and their campus to obtain first hand experience of college life. 4) Annual college fair will be organized at each participant campus to stimulate student interest in planning to go to college and provide students with information on how to enroll, how to get financial aid and what majors are available. 5) College faculty and student career presentations to LEP students will be coordinated and integrated into school courses every semester. This activity is designed to invite professors and ESL students from SJSU to the project schools. They will serve as role models to address career journeys in educational institutions and to encourage LEP students to plan their future in college. 6) College night experience will be provided to the student participants. A two day university experience trip will be provided to all student participants to assist them in exploring their potential in higher education institution each year. While student participants attend the Summer Academy at SJSU, they will be offered the opportunity to stay in student dormitories overnight to experience college life. 7) College visitation and connection with education opportunity programs will be coordinated each semester, beginning from the 7th grade level to bring student participants to different university campuses in the Bay Area. Their trip will build a strong connection between student participants and educational opportunity programs by introducing the services to the students and meeting counselors and program directors at various campuses. 8) College Exploration Day for students
with disabilities - Each year, a special day will be designated
to help students with disabilities to explore their potential to enter
college. Information regarding college services for students with
disability information will be available for parents and students.
Counselors will work with parents and students to discuss an action
plan for the academic year to prepare students for school success
and preparation to go to college. Association of Counselor Educators and Supervisors, Technology Interest Network (1999). Technical competencies for counselor education students: recommended guidelines for program development [On-line] Available: http://www.chre.vt.edu/thoen/competencies.htm
Campbell, C.A. & Dahir, C.A. (1997). Sharing the vision: the national standards for school counseling programs. Alexandra, VA: American School Counselor Association Press. Dahir, C.A. Sheldon, C.D. & Valiga, M.J. (1998). Vision into action: Implementing the national standards for school counseling programs. Alexandria, VA: American School Counseling Association Press. Gysbers, N.C. & Henderson, P. (2002). Developing and managing your school guidance program 2002. Alexandria, VA: American School Counseling Association Press. Hackney, H. (1990). Changing contexts for counselor preparation in the 1990s. Alexandria, VA: Association for Counselor Education and Supervision. Hartman, K. E. (1998a). Guidelines for a Technology Component to the DeWitt Wallace School Counseling Project. (Available from Kenneth E. Hartman, ken.e.hartman@widener.edu ) Hartman, K.E. (1998c, October 28). Technology and the school counselor. Education Week [On-line serial]. Available: http://edweek.com/ew/ewstory.cfm?slug=09hart.h18&keywords=hartman Hayes, B. G. (1999). Where's the data? Is multimedia instruction effective in training counselors? Journal of Technology in Counseling 1.1 [On-line]. Available: http://jtc.colstate.edu . International Society for Technology in Education National Educational Technology Standards Project (2000a, December 20). Standards for students [Online]. Available: http://cnet.iste.org/index2.html Lundberg, D. J., & Cobitz, C. I. (1999). Use of technology in counseling assessment: A survey of practices, views, and outlook. Journal of Technology in Counseling 1.1 [On-line]. Available: http://jtc.colstate.edu . Martin, P.J. & House, R.M. House (2002). Transforming school counseling in the transforming school counseling initiative. Washington DC: The Education Trust. Morrell, P. D. (1992). The effects of computer-assisted instruction and students' achievement in high school biology. School Science and Mathematics, 92 (4), 177-181. Myers, J. E. & Gibson, D. M. (1999) Technology Competence of Counselor Educators. ERIC Clearinghouse on Counseling and Student Services Greensboro NC. ED 435947. Available: http://www.ed.gov/databases/ERIC_Digests/ed435947.html National Board of Certified Counselors (1997). Standards for the ethical practice of web counseling [On-line}. Available: http://www.nbcc.org/ethics/wcstandards.htm National Career Development Association (1977). Guidelines for the use of the internet for provision of career information and planning services [On-line]. Available: http://ncda.org/about/polnet.html Sampson, J. P., Jr., Kolodinsky, R. W., & Greeno, B. P. (1997). Counseling on the information highway: Future possibilities and potential problems. Journal of Counseling & Development, 75, 203-218. Walz, G. R. (1997). Using the I-way for career development. In R. Feller & G. R. Walz (Eds.), Career transitions in turbulent times: Exploring work, learning and careers (pp. 415-427). Greensboro, NC: ERIC/CASS Publications.
1. Be a knowledgeable consumer and skilled, effective, and efficient user of computers, technology, and the Internet. 2. Be a knowledgeable and effective teacher and facilitator for teachers, students and parents concerning educational and career technology resources. 3. Be familiar with trends in the use of technology in education and their impact upon student academic achievement levels and social, educational, and career development; and intelligently contribute to the development of a school wide technology plan. 4. Be able to use a wide variety of technology resources, including Internet tools, appropriate software, and digit cameras, in the development, implementation, and evaluation of counseling and guidance activities. 5. Be able to develop short and long-tern technology plans for the counseling department that provide students and family's access to guidance and counseling services, and articulate the opportunities, as well as the ethical and legal implications of technology as a counseling and guidance delivery tool. 6. Be able to design, create, and evaluate an effective, interactive Internet site for a counseling and guidance program. 7. Objectively evaluate counseling and guidance software and articulate software needs and plans to school technology professionals and commercials vendors. 8. Understand the ethical and legal implications of technology, including issues of equity and access and the implications of the digital divide upon students, families and communities. 9. Effectively use technology, including relational databases, spreadsheets, a and the Internet, that allows the analysis of student achievement and related data; and how to use technology to support the change needed to raise student achievement levels. 10. Effectively use technology as a tool in advocacy efforts and the procurement of funds and resources. | Top of the Page
|
| About
Us | | News & Events | | Application
Instruction | | For Intl Students | | M.A.
Degrees | | PPS Credential | | Class Schedules | | Course Syllabi | | Distance Education | | Faculty | | Gear Up | | EDCO Home | | SJSU Home | |
