MS Counseling & EdS/Human Services, Professional Counseling 1
Program Report
For
Master of Science in Counseling
Education Specialist/Human Services, Professional Counseling
Spring, 2009
Prepared by:
Dr. Janelle Cowles
TABLE OF CONTENTS
DESCRIPTION OF PROGRAM 3
Table 1 8
CHARACTERISTICS OF PROGRAM CANDIDATES 10
Table 2: Demographics of Program 10
Table 3: Candidate Persistence 11
CERTIFICATION PROGRAM REQUIREMENTS 12
COURSE LIST 15
Table 4: Course Offerings 18
MATRICES 19
DESCRIPTION OF FIELD EXPERIENCES 19
DESCRIPTION OF PROGRAM ASSESSMENT SYSTEM 20
Table 5: Assessment Systems 24
Table 6: Praxis Scores 25
Table 7: Counselor Preparation Comprehensive Examination Scores 27
Table 8: Dispositions Assessment 29
TECHNOLOGY 31
FACULTY 33
PROGRAM RESOURCES 38
APPENDIXES:
APPENDIX A: Certification Competencies for School Counseling Courses 40
APPENDIX B: Course Revisions 44
APPENDIX C: Professional Competencies: MoStep Standards for School Counselors 1.4 Competency Crosswalk 46
APPENDIX D: Program Assessment System 49
APPENDIX E: Assessment x MoStep Standards Matrix 69
MS Counseling & EdS/Human Services, Professional Counseling 1
DESCRIPTION OF PROGRAM
Locations of Certification Program
College of Education, Department of Educational Leadership and Human Development
Type of Degree(s) Earned by Completers
Master of Science in Counseling
Education Specialist/Human Services, Professional Counseling
Type of programs
Advanced Certification- Professional School Counselor K-8
Advanced Certification- Professional School Counselor 7-12
Advanced Certification- Professional School Counselor K-12*
Advanced Certification- School Psychological Examiner K-12
*Discontinued 2006
Requirements for Degree
MS Counseling:
REQUIRED GRADUATE COURSES 39
FOUNDATION COURSES
COUN 5110 Orientation to Counseling Profession and Ethics 3
COUN 5120 Foundations of Professional Counseling 3
COUN 5610 Introduction to Group Work 3
COUN 5510 Counseling Theories 3
COUN 5810 Intro to Program Evaluation and Research in Counseling 3
ADVANCED COURSES (Require achievement of Advanced Status)
COUN 5130 Management of Program Services 3
COUN 5230 Counseling Diverse Populations 3
COUN 5320 Mental Health Issues in Counseling 3
COUN 5410 Career Development and Counseling 3
COUN 5720 Analysis and Diagnosis of the Individual 3
COUN 5900 Practicum in Counseling 3
COUN 6910 Internship in Professional Counseling 6
CONCENTRATION - Students must complete all requirements in one of the following concentration areas.
Elementary School Counseling (K-8) Concentration 9
COUN 5310 Development Across the Life Span 3
COUN 5520 Introduction to Play Therapy 3
COUN 5710 Introduction to Assessment or
EDSP 5350 Evaluation of Students with Disabilities 3
Secondary School Counseling (7-12) Concentration 9
COUN 5310 Development Across the Life Span 3
COUN 6540 Parent and Family Counseling 3
COUN 5710 Introduction to Assessment or
EDSP 5350 Evaluation of Students with Disabilities 3
MINIMUM GRADUATE HOUR TOTAL 48
EdS Human Services: Professional Counseling:
Applicants who hold a master’s degree from an accredited institution are eligible to apply to the Graduate School for admission to the Education Specialist Human Services: Professional Counseling degree program. Working with a program faculty advisor, each candidate develops an individualized program of study appropriate to career objectives, areas of specialization, certification or licensure. The EdS Program of study must include a minimum of 30 graduate semester hours.
School Psychological Examiner (SPE) Certification Program Requirements:
Certification applicants must 1.) complete a masters degree in Counseling Psychology, Educational Psychology, Education, or Counseling, 2.) complete a certification program approved by Missouri’s Department of Elementary and Secondary Education, and 3.) submit a Standards Portfolio with reflective statements written to each competency referencing appropriate artifacts. The DESE approved SPE certification program at the University of Central Missouri includes the following requirements:
Psy 4200 Psychology of Exceptional Children OR
EdSp 2100 Education of Exceptional Children 2
Psy 5220 Advanced Child Psychology OR
Psy 4230 Adolescent Psychology 3
EdCI 5200 Advanced Educational Psychology 3
Coun 5320 Mental Health Issues in Counseling 3
EdSp 4620 Evaluation of Ability and Achievement 3
EdSp 5350 Evaluation of Students with Disabilities 3
EdSp 5351 Practicum in Eval of Students with Disabilities 3
EdSp 4360 Behavior Management Techniques 2
EdSp 4361 Practicum in Behavior Management 1
Psy 5560 Individual Intelligence Testing 3
Psy 4520 Statistics for the Behavioral Sciences 3
Total 29
Number of hours/semesters/years to complete
K-8 Certification 48 hours
7-12 Certification 48 hours
K-12 Certification 54 hours
SPE Certification 29 hours
Size of certification program
The Counselor Education program serves a steadily increasing number of students. From a low of 76 declared majors (MS + EdS) in 2002-2003, the program currently (2006-2007) serves 140 students.
The School Psychological Examiner’s program is a certification only program, with approximately 3-4 students per academic year.
Certification program history
The University of Central Missouri (UCM) was founded in 1871 as a two-year institution called State Normal School #2. Created originally for educator preparation, UCM has evolved into a multi-faceted, multi-college institution serving more than 10,000 students at the undergraduate and graduate level. The name of the institution has changed four times, each time signifying expansion of the university mission. The first occurred in 1916 when the State Normal School became Central Missouri State Teachers College and began offering four-year degrees. In 1946, the name became Central Missouri State College; the institution was authorized to award Master of Science in Education degrees in 1947 and Masters of Arts and Education Specialist degrees a few years later. In August, 1972, in recognition of the changing role and importance of the college, the Missouri General Assembly granted university status and the name was changed to Central Missouri State University. The most recent change occurred in 2006, when the name became the University of Central Missouri, reflecting the newly defined mission of becoming a nationally recognized university that delivers a world class education. The importance of teacher education has remained a consistent focus of the university through its evolution. In 2000, during his opening State of the University remarks, President Patton reaffirmed teacher education as the first of four cornerstones of the university. UCM has an excellent reputation in Missouri and the region for educator preparation and is the longest continuously NCATE-accredited public institution in the state.
Since our 2002 NCATE site visit, a number of events have taken place at the state and institutional level that have impacted our educator preparation program. The Missouri Department of Elementary and Secondary Education (DESE) revised their standards for initial teacher preparation and will continue to review and revise content-specific standards on a rotating basis. The Missouri Standards for Teacher Education Programs (MoSTEP Standards) are based on the 10 INTASC standard areas, with the addition of an 11th standard addressing use of technology in the classroom. DESE has also aligned standards in the various certification areas with those of national Specialized Professional Associations (SPAs). Beginning in the 1990s, the State of Missouri mandated portfolio assessment based on DESE standards for all educator preparation programs; consequently, all UCM programs used candidate portfolios as a primary summative assessment measure. Two years ago, with the most recent school improvement cycle, DESE removed the undergraduate portfolio requirement. The PEF voted in 2006 to remove the portfolio as a program assessment required by the Unit. Programs are now allowed to use other assessment measures to demonstrate candidate competency on MoSTEP standards, and most UCM programs have revised their program assessments accordingly. During the past five years, UCM has also seen a number of administrative and organizational changes. The University has a new president and provost. Based on recommendations from faculty, the Board of Governors approved creation of a fifth college. Effective January 1, 2007, the College of Education and Human Services became the College of Education (COE), and the College of Health and Human Services, and a number of programs moved across college lines. The COE currently includes three academic departments and four centers. In June, 2007, Dr. Michael Wright became the inaugural dean of COE and Head of the Professional Education Unit. A number of faculty task forces immediately began working on strategies for effective organization and governance of the new COE. They are examining measures of excellence, organizational structure, feasibility of joint appointments, and the 21st Century learning environment.
The Missouri Counselor Educators/DESE Advisory Committee initiated development of MoSTEP standards for counselor education programs July, 1999. A final draft of those standards was submitted to DESE, but never formally approved. However, all DESE approved counselor education programs organized curriculum to address those standards. The Advisory Committee began revisions of the MoSTEP Standards for Counselor Education Programs in 2008. The committee has completed a final draft of standards which reflect program standards published by the Council for Accreditation of Counseling and Related Education Programs (CACREP).
How program integrates and is coherent with the Unit’s Conceptual Framework
The Counselor Education Program functions within a Conceptual Framework which emphasizes preparing Professional School Counselors and School Psychological Examiners who are reflective practitioners, able to think critically, practice in accord with professional standards of ethics and well grounded in the skills of self-evaluation. The Unit’s Conceptual Framework emphasizes the reflective practitioner who is able to think creatively, analytically and practically based on professional knowledge, skills and abilities and dispositions. Both Conceptual Frameworks promote the development of reflective practitioners. For the Counselor Education Program, reflective practitioners are able to self-evaluate as they practice. Self evaluation requires that practitioners examine their counseling skills and the impact of the comprehensive guidance program on the success of students they serve. Both the Unit and the Counselor Education Program emphasize the development of professional dispositions. The Counselor Education Program integrated the attitudes of successful counselors, standards of professional ethics and characteristics of effective interpersonal processes to develop a Dispositions Assessment. Dispositions are addressed in each course throughout the program. They are introduced as concepts in the initial course, Coun 5110 Orientation to Professional Counseling and Ethics. At the end of the program, interns experience supervised practice in the application of dispositions.
The Counselor Education Program has built its curriculum to reflect state and national standards. These standards provide guidance for developing a curriculum reflective of essential knowledge and skills required to practice effectively as a counselor. Professional knowledge parallels the emphasis the Unit’s Conceptual Framework places on subject matter knowledge. Skill development parallels the emphasis the Unit’s Conceptual Framework places on pedagogical knowledge. Throughout the program, counselor education candidates encounter curriculum, course activities and assessments that gradually develop the knowledge and skills needed to practice effectively as Professional School Counselors.
How certification program, course outcomes, field experiences, and student evaluation are aligned to the professional knowledge base on which the Unit’s beliefs and goals are constructed
The Counselor Education Faculty continuously reviews the connection between professional standards for curriculum and course work. A matrix has been developed which displays those connections. Each course syllabus identifies professional standards to be addressed, what activities will facilitate learning and how learning will be assessed.
The Counselor Education Program is approved by the Missouri Department of Elementary and Secondary Education to prepare candidates for K-8, 7-12, and K-12 certification as Professional School Counselors and candidates for K-12 certification as School Psychological Examiners.
Recent revisions or changes to the program 2002-2009
Table 1:
Year / Revisions2002-2003 / Revised School Psychological Examiner Certification Program revised
2003-2004 / Introduced course work required for applicants seeking certification as a Professional School Counselor who do not possess a bachelor’s degree in education or hold a certificate to teach. (See syllabi)
2004-2005 / Introduced Community Counseling as an area of concentration
Renumbered courses; Renamed courses (See former course x new course matrix, pg.25)
Dropped EdCI 5200 Adv Ed Psy*
Added Coun 5230 Coun Diverse Populations*
Added 3 hours of internship*
Reconfigured Program Structure
Effective with the fall, 2004 semester students could elect to demonstrate competencies in all foundations courses (the third requirement for achieving Advanced Status) by EITHER successful completion of the Preliminary Examination OR submission of a Preliminary Portfolio for review by the program faculty.
2005-2006 / None
2006-2007 / Effective with the spring, 2007 semester students no longer are required to submit a Preliminary Portfolio nor a Graduate Portfolio. An Advanced Status Review replaced the Preliminary Portfolio. Program faculty review each student after he or she submits a Request for Advanced Status Review (RASR). Faculty consider demonstration of competencies in all foundations courses and progress in development of professional dispositions.
2007-2008 / Program Changes
· Coun 5810 Program Evaluation and Research in Counseling replaced Psy 4520 Statistics for the Behavioral Sciences/EdCI Introduction to Research
· Coun 5310 Development Across the Lifespan replaced Psy 5220 Advanced Child Psychology/Psy 4230 Psychology of Adolescence
Entrance test scores
To be considered for admission to the Counselor Education Program, applicants must submit an official report of the results for the applicant’s Graduate Record Exam (GRE) taken within the last three years. To be considered eligible for admission, a minimum combined score of 900 on the verbal and quantitative portions of the examination and 3.5 or greater on the analytical writing measure are required. Applicant whose scores fall below the minimum may submit a letter requesting exception to the required scores. The Admissions and Standards Committee then reviews all application data and makes an admission decision.
Applicants seeking admission to the EdS program or applicants who have already successfully completed a master’s degree, may petition the Admissions and Standards Committee for an exception to submitting a GRE score report. The Admissions and Standards Committee will review all other application data and make an admission decision.
Oral Communication verification
Candidates for admission to the Counselor Education Program demonstrate oral communication skills through one of two processes:
· A structured interview with the Counselor Education Program Faculty (Appendix C)
· Coun 5120 Foundations of Professional Counseling introduces candidates to basic counseling skills using videotaped role plays for feedback.
Entrance GPA
To be considered eligible for admission, the applicant’s GPA must be 2.50 or
higher in the total undergraduate course work, 2.75 or higher in