COUN 63351TENNESSEE TECH UNIVERSITYCOLLEGE OF EDUCATIONDEPARTMENT OF COUNSELING AND PSYCHOLOGYCOUN 6335 PROFESSIONAL ISSUES IN THE EDUCATIONALSETTINGDATE, TIME, CLASSROOM, 3 CREDIT HOURS, SEMESTERINSTRUCTOR INFORMATIONInstructor’s Name:Office:Telephone Number:Email:OFFICE HOURS TUESDAY, WEDNESDAY, AND THURSDAY: BY APPOINTMENTTTU COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK:Prepare effective, engaging professionals through clinically rich, evidence-based programs witha network of mutually beneficial partnerships.PREREQUISITES N/ATEXTS AND REFERENCESRequired:Wright, R. J. (2012). Introduction to school counseling. Thousand Oaks, CA: SagePublications, Inc.Flynn, J. (Producer). (2019, November 2). Play therapy community [Audio podcast].Retrieved from http://playtherapycommunity.com
COUN 63352Samuels, C. A. (2016, December 3). What are multitiered systems of supports?Education Week. Retrieved from http://edweek.orgZiomek-Daigle, J., Goodman-Scott, E., Cavin, J., & Donohue, P. (2016). Integrating amultitiered system of supports with comprehensive school counseling programs.The Professional Counselor, 6(3), 220-232.Holcomb-McCoy, C. (2007). School counseling to close the achievement gap. ThousandOaks, CA: Corwin Press.Moon, N. S., & Singh, A. A. (2015). In their own voices: Adolescent African Americanmales’ experiences of the achievement gap. Journal of School Counseling,13(16), 1-36.Dameron, M. L., Foxx, S. P., & Flowers, C. (2019). The impact of race, gender, andsocioeconomic status on school counselors’ alternative learning programplacement decisions: An experimental study. The Urban Review, 51, 699-723.Rumsey, A. D., & Milsom, A. (2019). Supporting school engagement and high schoolcompletion through trauma-informed school counseling. Professional SchoolCounseling, 22(1), 1-10.Dollarhide, C. T., & Saginak, K. A. (2017). Comprehensive school counseling programs:K – 12 delivery systems in action (3rd ed.). Pearson.Hatch, T. (2014). The use of data in school counseling. Corwin.Runyan, H., Grothaus, T., & Michel, R. E. (2019). Classroom management competenciesfor school counselors: A Delphi study. Professional School Counseling, 22(1), 112.American School Counselor Association. (2016). ASCA ethical standards for schoolcounselors. Alexandria, VA: Author.American School Counselor Association. (n.d.). Legal and ethical FAQs. Retrieved fromhttp://www.schoolcounselor.orgHavlik, S., Ciarletta, M., & Crawford, E. (2019). “If we don’t define our roles, someoneelse will”: Professional advocacy in school counseling. Professional SchoolCounseling, 22(1), 1-11.Scarborough, J. L., & Culbreth, J. R. (2008). Examining discrepancies between actualand preferred practice of school counselors. Journal of Counseling andDevelopment, 86(4), 446-459.Wilder, C. (2018). Promoting the role of the school counselor. Journal of ProfessionalCounseling: Practice, Theory, & Research, 45(2), 60-68.Recommended:American Psychological Association (2019). Publication manual of the AmericanPsychological Association (7th ed.). Washington, DC: Author.American School Counselor Association (2019). The ASCA National Model: Aframework for school counseling programs (4th ed.). Alexandria, VA: Author.
COUN 63353COURSE DESCRIPTIONCOUN 6335 Professional Issues in the Educational Setting (3 credit hours) This course willprovide an introduction to the school counseling profession and the varied ways that schoolcounselors support the development of k-12 students. A range of professional issues will beexplored, including the history of the school counseling profession, policies and legislation thatinform school counseling practice, the needs of students at various school levels, andconsiderations when serving historically marginalized student groups. Professional challengeswill also be examined, such as academic achievement gaps and school counselor role ambiguity.COURSE CACREP OBJECTIVES/STUDENT LEARNING SummativeAssessmentSchool Counseling: FoundationsWright, R. J. (2012).CACREP StandardsG.1.d: models of schoolbased collaboration andconsultationClass Discussion ShadowingReflectionSchool Counseling: Contextual DimensionsWright, R. J. (2012).CACREP StandardsG.2.b: school counselorroles in consultationwith families, P-12 andpostsecondary schoolpersonnel, andcommunity agenciesClass Discussion ShadowingReflectionWright, R. J. (2012).CACREP StandardsG.2.n: legal and ethicalconsiderations specificto school counselingClass Discussion ShadowingReflectionSchool Counseling: Practice
COUN 63354CACREP StandardsG.3.f: techniques ofpersonal/socialcounseling in schoolsettingsWright, R. J. (2012).Class Discussion Article ReviewCACREP StandardsG.3.g: strategies tofacilitate school andpostsecondarytransitionsWright, R. J. (2012).Class Discussion GroupPresentationWright, R. J. (2012).CACREP StandardsG.3.h: skills to criticallyexamine the connections Peer-reviewed articles.between social, familial,emotional, and behaviorproblems and academicachievementClass Discussion Article ReviewWright, R. J. (2012).CACREP StandardsG.3.i: approaches toincrease promotion and Peer-reviewed articles.graduation ratesClass Discussion ShadowingReflectionPeer-reviewed articles.Class Discussion ShadowingReflectionPeer-reviewed articles.CACREP StandardsG.3.k: strategies topromote equity instudent achievement andcollege accessClass Discussion ShadowingReflectionWright, R. J. (2012).CACREP StandardsG.3.l: techniques toPeer-reviewed articles.foster collaboration andteamwork within schoolsClass Discussion ShadowingReflectionCACREP StandardsG.3.j: interventions topromote college andcareer readiness
COUN 6335CACREP StandardsG.3.m: strategies forimplementing andcoordinating peerinvention programsPeer-reviewed articles.5Class Discussion GroupPresentationPeer-reviewed articles.CACREP StandardsG.3.n: use ofaccountability data toinform decision makingClass Discussion ShadowingReflectionPeer-reviewed articles.Class Discussion ShadowingReflectionCACREP StandardsG.3.o: use of data toadvocate for programsand studentsCOUNSELING SKILLS DEVELOPMENT CHARTTier3Tier2 Internships Prac6cumTier1 CounselingSkills*Tier 1: Counseling Skills (COUN 6360): Learning the basic counseling skills for helping throughrole-plays.Tier 2: Practicum (COUN 6800): Learning how to implement counseling techniques with realstudents primarily through shadowing professionals. In addition, practicum includes faculty andon-site supervision.Tier 3: Internship I & II (COUN 6830 & 7830): Performing counseling techniques with realstudents under faculty and on-site supervision.STUDENT RESPONSIBILITIES
COUN 6335The following dispositions summarize the responsibilities accepted by the student participatingin this course. Counseling and Psychology Graduate Program Information1. Scholarship (mastery in coursework and competency in application)2. Responsibility (acceptance of ownership of personal, academic, and professionaldevelopment and behavior)3. Respect for Diversity (recognition of the needs and values of individuals)4. Effective Communication (ability to communicate clearly verbally and in writing, andto accept new ideas and constructive feedback)5. Reflection (ability to asses one’s own decision-making process and recognizeconsequences of behavior)6. Professional Behavior (recognition of ethical, legal, and professional standards ofconduct)7. Critical Thinking (capability for critical thinking and real world problem-solving)MAJOR TEACHING METHODSInstruction will consist of lecture, demonstration, group discussion/activities, and student ledskills practice.SPECIAL INSTRUCTIONAL PLATFORM /MATERIALSA. iLearnB. Tk20: TTU’s College of Education uses Tk20, a comprehensive data and reportingsystem to improve our processes, manage student transition points, and track keyassessments in program coursework. All students, regardless of affiliated major andcollege, enrolled in courses requiring Tk20 must purchase an account and submit theappropriate coursework. Failure to purchase Tk20 can result in a zero for Tk20assignments and/or final course grade reduced a full letter. There is a one-time-onlysystem cost at the university bookstore, and your account is valid for seven years. Youwill be asked to access Tk20 for a variety of tasks, including coursework, advisement,field/clinical experiences, portfolios, and key program assessments. Access the TTUTk20 website for more details.TOPICS TO BE COVERED1. Historical trends and contemporary practice of school counseling2. Appropriate and inappropriate duties for school counselors3. School counseling at elementary-, middle-, and high school levels4. The school counselor’s role in multi-tiered systems of support (MTSS), specialeducation, collaboration, college and career readiness, implementation of traumainformed schools, etc.5. Achievement gaps and the needs of historically underserved student groups6. Partnerships and collaboration in school counseling7. Ethical issues in school counseling6
COUN 63357GRADING AND EVALUATION PROCEDURESThe following assessment procedures will be used to evaluate students’ knowledge of the course.Evaluation and Assessment ProceduresPercentageAssignmentClass Participation10%Professional Presentation20%Article Review20%Shadowing Reflection20%Classroom Observation30%Total100%All course requirements will be used to determine student’s achievement of the course objectiveslisted under section “assignments and related policy” of this syllabus. All required assignmentswould be given a specific grade. Final course grades will incorporate the grading system asfollows:Grading ScaleA 93 -100B 85 – 92C 77 – 84D 69 – 76F 68
COUN 63358A grade of an A or B demonstrates Competency Skills level, while any grade C and below doesnot. In addition, a grade of an "I" is given only when a valid rationale for such a grade ispresented and terms for completion of the course are agreed upon.LATE ASSIGNMENTSAll assignments should be completed on or before the announced due date. Ten percent willbe deducted for each day an assignment is late including weekend days. After three days,assignments will no longer be accepted, and the student will receive a zero on the assignment. Itis the student’s responsibility to ensure assignments are submitted on time. All submitted work isfinal. Your submissions should reflect your best professional effort.ASSIGNMENT FORMATAll assignments should be typed, double-spaced, 12-point Times New Roman font, and adhere toAPA guidelines (APA Publication Manual, 7th ed.) including, title page, running head,quotations, in-text citations, references, etc. Points will be deducted for all assignments notmeeting these standards.COURSE POLICIESSTUDENT ACADEMIC MISCONDUCT POLICYMaintaining high standards of academic integrity in every class at Tennessee Tech is critical tothe reputation of Tennessee Tech, its students, alumni, and the employers of Tennessee Techgraduates. The Student Academic Misconduct Policy describes the definitions of academicmisconduct and policies and procedures for addressing Academic Misconduct at TennesseeTech. For details, view the Tennessee Tech’s Policy 217 – Student Academic Misconduct atPolicy Central.ATTENDANCE POLICYAttendance and on-time arrival are expected and of the utmost importance in a class of thisnature. If you foresee missing more than one class over the course of the semester, please see me.Arriving late or leaving early is a disruption to the entire class; therefore, I ask thatall candidates inform their classmates and myself if they are required to leave early orarrive late. You are responsible for making sure you receive the necessary assignments andclass notes you miss.If a student will miss more than one class (or more than two hours and 50 minutes of class time),the participation grade for the course will be impacted by the absence. One point for every 15minute increment of time missed will be deducted after the initial one class absence.ASSIGNMENTS AND RELATED POLICYA) CLASS PARTICIPATIONA student’s understanding of course content will be based upon their contributions to classroom
COUN 63359discussion. The class discussion and activities are important and adequate preparation ofcoursework and readings is required. Students can earn full participation credit for this course byactively engaging each week (barring deductions for attendance). Minimal participation willresult in a loss of points.B) SCHOOL COUNSELOR SHADOWING AND REFLECTIONSWhen shadowing a school counselor, the goal is to observe the daily activities of a schoolcounselor and understand the role of a school counselor in the school setting. During thisexperience, you are not to provide any individual or group counseling.Students will write 1-2page reflections about 4 specific observations, asking for input from the school counselor asneeded.1. Ethical and legal considerations within the school setting2. The role of a school counselor in collaboration and consultation, including what models areused.3. The school counselor’s role in providing equity in promotion and college/career readiness.4. The use of data to inform the program structure and how data is used to advocate for students.D) RESEARCH ARTICLE REVIEW AND INFORMATIONAL RESOURCEStudents will research a mental health concern for children and adolescents, explain the potentialimpacts related to school performance or behavior, and present appropriate theories orinterventions that can be implemented as a part of the school counseling program. A minimumof 4 articles will be reviewed, a 30 minute presentation based on the information gathered will bepresented along with a 2-4 page resource handout for class members.E) GROUP PROFESSIONAL PRESENTATIONStudent will work in groups and choose a topic to research in order to present a professional 60minute educational session that could be used for conferences or teachers’ in-services.School TransitionsExceptional ChildLBGTQIA GriefSelf-InjuryLearning StylesPeer InterventionsESLHomelessnessSuicide Assessment and PreventionSubstance UseF) CLASSROOM OBSERVATION, REFLECTION, AND HOUR LOGAll students seeking licensure as a school counselor in Tennessee will complete 20 hours ofobservation in a classroom (5th grade). This experience emphasizes learning about studentbehavior, classroom management, and educator-student relationships. After the observationhours are complete, students will conduct a brief, informal interview of their host teacher
COUN 633510regarding these themes. Lastly, students will write a 4-5 page reflection paper describing theirobservations and how the experience will inform their school counseling practice.FLEXIBILITY STATEMENTThe aforementioned requirements, assignments, policies, evaluation procedures, etc. are subjectto change. Students’ experiences and needs, as well as emerging knowledge and competencieswill be used to modify the course syllabus. I am happy to meet with you and discuss ways youcan be more successful.DISABILITY ACCOMMODATIONStudents with a disability requiring accommodations should contact the Accessible EducationCenter (AEC). An Accommodation Request (AR) should be completed as soon as possible,preferably by the end of the first week of the course. The AEC is located in the RoadenUniversity Center, Room 112; phone 931-372-6119. For details, view the Tennessee Tech’sPolicy 340 – Services for Students with Disabilities at Policy Central.COVID – 191. Students must take personal responsibility in following the recommended CDC COVID-19guidelines. Students are expected follow all COVID-19 directives published by TennesseeTech including, but not limited to, notices on Tennessee Tech’s webpage, building andfacilities signage, and similar publications. The university’s Return to Campus StudentHandbook can be found at https://www.tntech.edu/return/index.php.2. According to Tennessee Tech University’s protocols, face coverings must be worn (coveringthe mouth and nose) by students in the classroom at all times.3. Students must abide by predetermined social distancing guidelines and seating arrangements.Movement during class sessions should be limited as to not endanger other students or faculty.Students should be conscious and respectful of others and their health concerns.4. Students who refuse to comply with university protocols on these matters will be reported to theTennessee Tech Dean of Students.5. Students should direct all requests for excused class absences related to COVID-19,regardless of where the COVID-19 testing is performed, to Tennessee Tech’s HealthServices. The Office of Student Affairs will provide notifications to faculty members ofstudent absences and the expected length of the absence.
CACREP Standards G.3.f: techniques of personal/social counseling in school settings Wright, R. J. (2012). Class Discussion Article Review CACREP Standards G.3.g: strategies to facilitate school and postsecondary transitions Wright, R. J. (2012). Class Discussion Group Presentation CACREP Standards G.3.h: skills to critically examine the connections