EPCE phd counselor education orientation for p1_3
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EPCE phd counselor education orientation for p1_3

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EPCE phd counselor education orientation for p1_3

EPCE phd counselor education orientation for p1_3

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EPCE phd counselor education orientation for p1_3 EPCE phd counselor education orientation for p1_3 Presentation Transcript

  • Orientation for Counselor Education Students Evaluation Process for Phase 1, 2, 3 Courses PhD in Counselor Education Counselor Education September 2013
  • Outline • College of Education Theme • Counselor Education o Mission Statement o Majors • MEd Clinical Mental Health Counseling • MEd School Counseling • PhD Counselor Education • • • • • • CACREP Trademark Outcomes Course Phase (P1, P2, P3) A & E Assessments Rubrics Questions
  • College of Education Theme: Leading a Revolution in American Education • COE Theme has 2 major components o Process • Transforming Education Preparation • Transforming Educational Research • Transforming Reword System • Transforming Client/University Partnership o Outcomes • Producing the measurably best educators • Collaborating to foster school /agency effectiveness, maximizing college and career readiness, health and success • Conducting intervention research that advances a measured impact
  • Counselor Education Counselor Education Mission Statement • The Counselor Education Program was founded to prepare professional counselors who are knowledgeable in counseling theories and techniques, who can translate counseling theory into effective counseling practice, who are committed to respecting diversity among people, and who ascribe to the highest of ethical standards and practice.
  • Counselor Education • Counselor Education has 3 majors o MEd Clinical Mental Health Counseling (60 semester hours) o MEd School Counseling (48 semester hours) o PhD Counselor Education (91 semester hours minimum) • Overview o An overview to the majors in Counselor Education is available at the below link o http://www.educ.ttu.edu/academic-programs/psychology-andleadership/counselor-education/default
  • Counselor Education • CACREP (Council for the Accreditation of Counseling and Related Educational Programs) o CACREP is a national accreditation agency o All 3 programs in Counselor Education are accredited by CACREP • The Counselor Education programs at TTU are the only programs within a 325 mile radius of Lubbock that are nationally accredited • CACREP accreditation enhances job opportunities (e.g., VA only hires graduates from a CACREP program).
  • Trademark Outcomes • Description of a Trademark Outcome o A Trademark Outcome (TO) is a skill that distinguishes the graduate from other graduates in the counseling profession. That is the TO is a signature product that sets our graduates apart from other graduates in the field. • Trademark Outcome for PhD in Counselor Education o Advocacy and Social Justice Leadership activities that impact the needs of institutions of higher education, communities, schools (P-12), and the counseling profession. • Importance of a Trademark Outcome (TO) o Students are “known by” the trademark outcome for it is an outcome for which they are distinguished as “best” counselors o Students have specific knowledge, skills, and practice to implement the TO. o Students are skilled and ready to implement the TO upon graduation.
  • Why Have A Trademark Outcome? • The trademark outcome (TO) for each graduate program represents a decisive skill that sets our graduates apart from others in the counseling profession. o Performance-ready upon graduation o In-depth knowledge and practical implementation experience throughout the program o You don’t just learn about counseling, you practice and perfect the TO utilizing faculty guidance
  • Course Phases: P1, P2, P3 • A Phase 1 (P1) Phase 1 courses are mainly provided in a classroom setting (some courses are face-to-face, some courses are online and others are hybrid). A major purpose of these courses is to provide basic counseling information about counseling. Specifically, these courses provide the basic knowledge and skills for these (P1) as well as future counseling courses (P2 and P3). • A Phase 2 (P2) Phase 2 courses are designed to allow the student to implement counseling knowledge and skills into counseling practice. The counseling practice occurs in a classroom setting under the direct supervision of a faculty member. Essentially, these courses provide assimilated practice in a structured setting with direct supervision. • A Phase 3 (P3) Phase 3 (P3) courses allow the student to integrate information (e.g., content, theory, role-plays) from the P1 and P2 courses and implement this into actual counseling practice. These courses focus on actual counseling practice at practicum and internship sties. Each Phase 3 course requires that a specific number of clock hours be spent at a practicum or internship site conducting counseling. • A more complete description of the P1, P2, P3 courses is found in Appendix A. Appendix A presents a sequence of the courses in the School Counseling Program.
  • Apply and Evaluate (A & E) Assessments • What are A & E Assessments? o Each Counselor Education class has an A & E Assessment. Thus A & E assessments are specific for each course. • Why are A & E Assessments Important? o A & E Assessments not only provide specific assessments for a course, but in addition these assessments help the faculty to assess progress toward the mastery of the Trademark Outcome (TO). In addition, A & E Assessments provide opportunities for faculty to determine when students are ready to move to the next phase (move from P1 to P2 to P3 courses). In instances when students need additional training/practice, a remediation plan is implemented. Information about the A & E assessment for each course is provided in the course syllabus. Often a rubric(s) is included to document the student’s progress. Information about the rubric to be implemented in the course and how the rubric will be scored is described on the course outline.
  • Rubric • Using a 5-point scale (5=high) rubrics will be used to evaluate student progress on: o A & E Assignments o End of Phase Assessments • The rubric(s) is included with the course syllabus. Information about the courses in which rubrics will be implemented is available in Appendix B.
  • Questions? • • Please feel free to ask questions about the previous information. You may contact our Business Manager LJ Gould at 806-834-4224 or lj.gould@ttu.edu. If you have questions about a specific course, it is usually best that if you have a question about a specific course to refer your question to the professor teaching the course. The Counselor Education faculty are listed below (alphabetical order). Faculty Loretta J. Bradley- Paul Whitfield Horn Professor 806-834-1031, loretta.bradley@ttu.edu • Charles Crews- Associate Professor 806-834-4149, charles.crews@ttu.edu • Janet Froeschle- Associate Professor 806-834-3611, janet.froeschle@ttu.edu • Bret Hendricks- Associate Professor 806-834-1744, bret.hendricks@ttu.edu • Aretha Marbley- Professor 806-834-5541, aretha.marbley@ttu.edu • Gerald Parr- Professor 806-834-2756, gerald.parr@ttu.edu • • • Adjunct Faculty LJ Gould 806-834-4224, lj.gould@ttu.edu Rachelle Ritter, rachelle.ritter@ttu.edu Heather West, heather.west@ttu.edu