EPCE school counseling orientation for p1_3

1. Orientation for Counselor
Education Students
Evaluation Process for Phase
1, 2, 3 Courses
School Counseling
Counselor Education
September 2013

2. Outline
• College of Education Theme
• Counselor Education
o Mission Statement
o Majors
• MEd Clinical Mental Health Counseling
• MEd School Counseling
• PhD Counselor Education
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CACREP
Trademark Outcomes
Course Phase (P1, P2, P3)
A & E Assessments
Rubrics
Questions

3. 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

4. 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.

5. 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

6. 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).

7. 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 School Counseling
o Implementation of the American School Counselor Association (ASCA)
National Model.
• 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.

8. Why Have A Trademark
Outcome?
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The trademark outcome (TO) for each graduate program represents a
decisive skill that sets our graduates apart from others in the counseling
profession.
o
o
o
o
Performance-ready upon graduation
In-depth knowledge and practical implementation experience throughout the program
You don’t just learn about counseling, you practice and perfect the TO utilizing faculty guidance
The chart below lists the implementation of the Trademark Skill for School Counseling
Skills
Applies effective use of
counseling techniques per the
“Responsive Services”
component of the ASCA
National Model.
Assessment/Evaluati
on Criteria
Use rating scales to
evaluate individual
counseling techniques
and group counseling
competencies.
Demonstrates effective
Use rating scale to
interaction skills to stakeholders
evaluate and maintain
in schools and disseminates
focus on student
information to stakeholders in
success and measure
schools while implementing
essential therapeutic
components of the ASCA
skills.
National Model.
Product
Implement the ASCA National
Model, a model whereby
school counselors create,
implement and evaluate the
impact of value-added
programs and services
responsive to the needs of the
school and all
stake-holders.
www.ascanationalmodel.org
Measure of Outcome
Implementation of ASCA National
Model brought about positive
outcomes for clients.
Document an increase in the use of
school counseling-related services,
whereby the counselor’s log
documents an increase in students
seeking counseling services. Web
analytics for
counselor’s website

9. 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 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.

10. 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.

11. 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.

12. Questions?
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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
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Charles Crews- Associate Professor
806-834-4149, charles.crews@ttu.edu
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Janet Froeschle- Associate Professor
806-834-3611, janet.froeschle@ttu.edu
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Bret Hendricks- Associate Professor
806-834-1744, bret.hendricks@ttu.edu
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Aretha Marbley- Professor
806-834-5541, aretha.marbley@ttu.edu
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Gerald Parr- Professor
806-834-2756, gerald.parr@ttu.edu
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•
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Adjunct Faculty
LJ Gould 806-834-4224, lj.gould@ttu.edu
Rachelle Ritter, rachelle.ritter@ttu.edu
Heather West, heather.west@ttu.edu