unf- college & career readiness syllabus

8/20/2019 UNF- College & Career Readiness Syllabus

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University of North Florida

“Educating Professionals Who Impact the Lives of Children and Adults

!"! #$%&College and Career 'eadiness

UNF professional education programs prepare candidates who are:

(ulticulturally procient. They understand, respect, and value dierences inindividuals and model best practices for designing and delivering instructionalprograms to t the needs of ethnically and linguistically diverse learners.

Professionally aware. They hold to high ethical standards, professionaldispositions, and a code of professional conduct worthy of the educationprofession. They value fairness and believe that all students can and should learn.

Analytically adept. They engage in reective thin!ing about classroom practiceand conte"ts# assess and analy$e a variety of data from those conte"ts# usereective practice to ma!e appropriate ad%ustments to instruction# and ma!e data&informed instructional decisions to benet the learning of all students.

Competently prepared. They possess and demonstrate the content !nowledge,pedagogical content !nowledge and s!ills, and pedagogical and professional!nowledge and s!ills necessary to help all students learn.

)echnologically capable. They use technology eectively to facilitate design ofinstruction, engage students in the learning process, and communicate withcolleagues, parents, and other !ey sta!eholders.

Course Num*er: '(' )*+# C'N: +-/Course )itle: 0ollege and 0areer 1eadiness

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Num*er of Credit +ours: *'e,uired or Elective: 1e2uired

Instructor-s Information3rofessor: (r. 1ebecca 4. 'chumacher, 4ssistant 3rofessor56ce: 7uilding 89, 1oom **-

56ce ours: ;ednesdays, +: pm to : pm, or email for an appointment Telephone: /&)-&+8)Fa": /&)-&+unf.edu this is the quickest method of reaching me

)erm.!pring /&%#

"ay and )ime. ?ondays, :* pm to +:+8 pm on @anuary ++ and -8

February +, +8 and -/

?arch 9

4pril and ++

Location. 7uilding 89A1oom -8

Prere,uisite0s14dmission to the '541 3rogram or 3ermission from the Bnstructor.

'e,uired )e2t0s13'esources

0urry, @. C ?ilsom, 4. D-+E. Career counseling in p-12 schools. New or!: 'pringer3ublishing.

'avit$&1omer, ?. C 7ouord, '.?. D-+*E. 1eady, willing, and able: 4 developmentalapproach to college

access and success. 0ambridge, ?4: arvard =ducation 3ress.

'ecommended )e2t0s13'esources4merican 3sychological 4ssociation. D-+E. Publication manual of the AmericanPsychological

Association D)th ed.E. ;ashington, (0: 4uthor.

0onley, (.T. D-+E. College and career ready: Helping all students succeed beyond highschool. 'an

Francisco: @ossey&7ass.

0oplin, (. D-+-E. 1 things employers !ant you to learn in college D1ev.ed.E. New or!:1andom ouse.

3utnam, 1. (. D-+8E. 5ur !ids: the 4merican dream in crisis. N, N: 'imon C 'chuster.

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mailto:[email protected]:[email protected]


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'harf, 1ichard '. D-+E. Applying career de"elopment theory to counseling. D8th ed.E.7elmont, 04: Thomson 7roo!sA0ole.

Conceptual Frame4or5 for the Professional Education Unit at UNF.

#$%&s professional education programs are founded on professional kno!ledge basesand the !orld of practice to assure that graduates possess the kno!ledge' skills' anddispositions appropriate for achie"ing e(cellence in their roles as educators. )he

programs& conceptual frame!ork is encapsulated in the phrase' *educating professionals!ho impact the li"es of children and adults+ and the acronym M-PACT . ,ur

programs prepare candidates to be multiculturally procient' professionally a!are'analytically adept' competently prepared' and t echnologically capable.

Course "escription This course is designed to enable counselors to help !&+- students assess their s!ills,!nowledge and self&understanding necessary to arrive at appropriate career,postsecondary, and educational decisions that will support success throughout the life

span. 0areer theories are addressed, and college readiness is emphasi$ed.

Course 6oalsa. 4rticulate !nowledge of career theories, and career educational and developmentalissues.b. 4pply career theory to school counseling practice for grades pre&! through grade +-.c. Use career and college readiness resources including various assessments, to guidepre!&+- students in

college and career readiness planning.d. 4lignment with state competencies and 'tandards of the 0ouncil for 4ccreditation for0ounseling and

1elated =ducational 3rograms D0401=3E.

Course 7*8ectives*)he obecti"es for this course are grounded in the follo!ing state and nationalstandards: )he %lorida /ducator&s Accomplished Practices' and' Council of AccreditationCounseling and 0elated /ducational Programs CAC0/P' and other national disciplinestandards. )hese standards pro"ide guidelines and delineate !hat students are to kno!or demonstrate by the end of the course.+

7*8ectives (atri2

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R.A. Schumacher

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Course 7*8ectives 9no4ledge

!5ill "isposition Impact

6: CAC'EP Core7*8ectives;: CA'EE'"Eincluding all of thefollo4ing.Course 7*8ectives 9no4led

ge!5ill "isposition Impact

.a. career developmenttheories and decision&ma!ing models.

?

.d. interrelationshipsamong and between wor!,family, and other life roles

and factors, including therole of multicultural issuesin career development.

X

.f. assessmentinstruments andtechni2ues relevant tocareer planning anddecision ma!ing.

X X X

CAC'EP !choolCounseling 7*8ectivesC: C7UN!ELIN6>P'E AN"

IN)E'


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"iversity Considerations This course addresses diversity through comparisons and study of theories and practicesof career and college readiness development models, and how these theories andpractices address diversity. 7y study of various theories and models, class discussions,eld e"periences, scenarios, and readings, school counseling students will plan,strategi$e, and practice methods by which school counselors recogni$e gaps to e2uali$e

appropriate career and college readiness e"periences for every child within a school.

"isa*ility Considerations. 'tudents with disabilities who see! reasonable accommodations in the classroom orother aspects of performing their coursewor! must rst register with the UNF (isability1esource 0enter D(10E located in 7ldg 89, 1oom +8. 10 sta members wor! withstudents to obtain re2uired documentation of disability and to identify appropriateaccommodations as re2uired by applicable disability laws including the 4mericans with(isabilities 4ct D4(4E. 4fter receiving all necessary documentation, the (10 stadetermines whether a student 2ualies for services with the (10 and, if so, theaccommodations will be provided to the student. (10 sta then prepares a letter for thestudent to provide faculty advising them of approved accommodations. For further

information, contact the (10 by phone at /&)-&-9)/, by email drce"ams>unf.edu, orvisit (10 website at http:AAwww.unf.eduAdrc

?ilitary and veteran students who return from combat e"posure may be utili$ing the post/A++ IB bill to continue postsecondary education goals and may need both physical andacademic accommodations. 0ontact 1ay ;i!strom, (irector of ?ilitary and JeteransH1esource 0enter by phone D/E )-&-)88, email Dray.wi!strom>unf.eduE.

)echnology Considerations.0andidates will use word processing to complete assignments, the Bnternet for research,and electronic mail systems for communications. Bn addition, videotaping may be usedto criti2ue presentation s!ills. Bf you e"perience any problems with your UNF account youmay send an email to:helpdes!>unf.edu or call the UNF 0omputer elpdes! at /&)-&*89.

Civility and Non@"iscrimination. The University of North Florida DUNFE is committed to providing an inclusive andwelcoming environment for all who interact in our community. To accomplish this intent,UNF shall not commit or permit discrimination or harassment on the basis of geneticinformation, race, color, religion, age, se", disability, gender identityAe"pression, se"ualorientation, marital status, national origin or veteran status in any educational,employment, social or recreational program or activity it oers. 'imilarly, UNF will notcommit or permit retaliation against an individual who complains of discrimination or

harassment or an individual who cooperates in an investigation of an alleged violation ofUniversity 1egulation. Bn e"ercising these standards, the University will not abridgeeither free speech or academic freedom based on its conte"t. 4ccordingly, any memberof the UNF community who believes that they have been sub%ected to discrimination,discriminatory harassment, retaliation, or se"ual misconduct may see! guidance,counseling andAor le a complaint by contacting: 0heryl Ion$ale$, (irector, =.5.(. and

Title BK 4dministrator, located at 7uilding 5ne, @.@. (aniel all, 'uite +-+, + UNF (rive, @ac!sonville, Florida *---&9)//, or call D/E )-&-89 or via 9++ Florida 1elay for

R.A. Schumacher

CCR Spring 2016

mailto:[email protected]://www.unf.edu/drcmailto:[email protected]:[email protected]:[email protected]://www.unf.edu/drcmailto:[email protected]:[email protected]


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persons who are deaf or hard of hearing or those with speech impairments andAorlimitations.

Critical )as5s !tatement.Critical tasks are key assessments embedded in courses aligned !ith %lorida&s /ducator

Accomplished Practices %/APs3 /4,5' professional and6or content standards per program. /(amples of critical tasks include: portfolios' group and indi"idual presentations' re7ecti"e essays' e(aminations' lesson and unit planning acti"ities' practicum obser"ations' case studies' etc. )he !ay in !hich these tasks are assessedremains the same despite the instructor assigned to the course. 8n doing so' criticaltasks ha"e become the means by !hich the #nit monitors and assesses the mostsignicant candidate learning outcomes in a program of study. Candidates need tosuccessfully complete critical task(s) assignment to receive a passing gradefor the course: 8nstructors register data on candidates& performance on keyassessments or critical tasks in courses using a data management tool kno!n as the/lectronic Candidate Assessment )racking 4ystem /CA)4.

C7U'!E A!!I6N(EN)!> E?PEC)A)I7N! AN" 6'A"IN6 P'7CE"U'E!

(odes of Instruction.Lectures, discussions, participation in large and small groups, individual or teampresentations, readings, guest spea!er presentations, and %ournal and resource articles.

%: CLA!! 'EA"IN6!> A))EN"ANCE> PA')ICIPA)I7N> and P'7FE!!I7NALI!(

'tandards 1eference 7o"

0401=3 0ore:0401=3 'pecialty:Florida =ducator 4ccomplished 3racticeDsE Bndicators: ).a.

'eadings. 'tudents are e"pected to complete readings before class, and come to classprepared to participate in discussions. 1eadings are assigned in the class schedule.

Attendance. 4ttendance to class is essential and considered a portion of yourprofessionalism and self&awareness. 7eing in each class on time and returning to classfrom brea!s is considered Mattendance.Participation. 'tudents will be engaged, attentive, involved, willing to ta!e ris!s, and

wor! toward increasing !nowledge and s!ills enriches both your ac2uisition of the sub%ectcontent and the entire group. The e"pectation is that you will participate in classdiscussions, practice leading discussions, be an attentive listener and group member,and wor! to be a condent professional.Professionalism. 4t all times, students and instructor will be respectful of one another#peer to peer and instructor, and instructor to students. 7ehaviors demonstrateprofessionalism as you progress in the preparation program and should e2uate to thesame behaviors as you would have in school faculty meetings and professional meetings.0ell phones during class need to be o. (emonstrate professionalism in the preparation

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program the same as you would in school faculty meetings and professional meetings.Laptop O Bpads O tablet computers are allowed for note ta!ing or other class activities.owever, te"ting or surng the web during class time is not considered professionalbehavior. 4dditionally, professionalism is adhering to commitments and follow&through.For this class, part of professionalism includes submitting assignments and pro%ectsaccording to the due dates listed on the schedule in the syllabus, and daily chec!ing

email messages.

"irections. Following directions is also essential and considered professional behaviorfor a school counselorHs wor! and the impact this has on your future students. To helpshape eective wor! habits, you are e"pected to follow directions and instructions in thissyllabus. Bf you do not follow directions, B reserve the right to subtract ve points fromyour total grade points.

Condentiality: ;e will adhere to one of the tenets of counseling in this course &condentiality. 4ny tapings completed for assignments will be erased at the last classmeeting, and stories or situations related during class discussions !ept condential.

Ethical and Legal Practices. Bn a preparation program, you are e"pected to adhere tothe 404 0ode of =thics and 'tandard of 3ractice D4merican 0ounseling 4ssociation, -+Eand =thical 'tandards for 'chool 0ounselors D4merican 'chool 0ounselor 4ssociation,-+E in your wor! and eld e"periences.

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R.A. Schumacher

CCR Spring 2016

Name BBBBBBBBBBBBBBBBBB

CLA!! 'EA"IN6!> A))EN"ANCE> PA')ICIPA)I7N> and P'7FE!!I7NALI!('U'IC

+ points)o receive %& points = fullled each measurement

+ points a. 4ttended each class#b. 4rrived on time to class and after brea!s#c. 4pplied !nowledge about course content in comments and 2uestionsduring

discussions and activities#d. 0onnected content and s!ills to the wor! of a school counselor in

comments duringdiscussions and activities#e. 'howed self&awareness, sensitivity to others, and the s!ills neededto relate to

diverse individual, groups, and classrooms through comments andbehaviors#g. ;or!ed to be responsive and collaborative with peers#h. 4voided surng the web and phone#i. 4dhered to the legalAethical standardsAprofessionalism for schoolcounselors#

%. 'ubmitted all written assignments on the due dates# and,!. Followed all directions

Points 4ill vary depending on measurements met.

/ points to < points a. 4ttended each class#b. 4rrived late occasionally to class and after brea!s#c. 4pplied !nowledge about course content in comments and 2uestionsduring

discussions and activities#d. 'howed self&awareness, sensitivity to others, and the s!ills neededto relate to

diverse individual, groups, and classrooms through comments andbehaviors#g. 'urfed the web and chec!ed phone occasionally during class time#h. 0onversed with neighbor Dwhispering or passing notesE occasionallyduring class time#i. 4dhered to the legalAethical standardsAprofessionalism for schoolcounselors#

%. 5ne written assignments submitted after the due date# and,!. Fre2uently followed directions.

Points 4ill vary depending on measurements met.9 points to points a. 4ttended each class#

b. 4rrived late fre2uently to class and after brea!s#c. 4pplied !nowledge about course content rarely in class discussions

or activities#d. 'howed little or no self&awareness, sensitivity to others, and the

s!ills needed torelate to diverse, individual, groups, and classrooms though

comments andbehaviors#

e. (emonstrated no ability or interest in leading or collaborating withpeers#f. 'lept in class#g. 'urfed the web and chec!ed phone fre2uently during class time#h. 0onversed with neighbor Dwhispering or passing notesE fre2uentlyduring class time#i. Two or more written assignments submitted after the due dateDsE#and,

%. 5ccasionally followed directions.

Met Target = 10 to 8 points

School counselors are held to a high moral standard in the community (FEAP 6.a.)

Not Met Target = 7 to 0 points

Occasionally = twice or fewer Frequently = more than twice


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9N7WLE"6E 7F CA'EE' E"UCA)I7N> )+E7'IE!> AN" C7LLE6E 'EA"INE!!

%: 'EA"IN6! = )+E7'IE! = P'E!EN)A)I7N!'tandards 1eference 7o"

0401=3 0ore: I..a.0401=3 'pecialty:Florida =ducator 4ccomplished 3racticeDsE Bndicators

To ac2uire thorough !nowledge of the educational process for careers and the !nowledgeand s!ills to rigorously prepare youth in college readiness, you are e"pected to havecompleted any assigned readings before the class meeting, and participate in classdiscussions and activities. To facilitate ac2uisition of theories, content of sub%ect matter,and your professional presentation s!ills, you will each co&present one topic from ourreadings# i.e. te"t chapters Da career development theory or decision@ma5ingmodel 06:;:a:1. The presentation should include:

aE The central concepts of the chapter#bE 4pplication with !&+- students# and,cE (iscussion 2uestions andAor an activity to reinforce the content presented.

Bn advance of your presentation, email a one page summary D434 styleE of yourpresentation for the class. Bn the sub%ect heading of the email, please put your lastnames, chapter P, and title of the chapter.

The organi$ation and schedule for presentations will be completed the rst classmeeting. 4nticipate a presentation of at the least - to, at the most * minutes, and besure to include a discussion andAor activity related to your topic when you present.

0onsider this presentation as if you were presenting at a faculty meeting, or professionalconference. This presentation will allow further renement of your presentation s!ills. Toaid in this s!ill development, you will receive feedbac! from your classmates andinstructor on your presentation s!ills.

"UE. Individual timeta*le *ased on presentation schedule 0/ presenters p3chaptersD $ presenters 4here 1 Curry@(ilsom 0C(1

!aviti@'omer 0!'1 4ill *e a large and3or group discussion: ring one,uestion or point you 4ant to discuss a*out the assigned chapter

7ther readings 4ill *e assigned @@ *e sure to chec5 the !chedule forthese assignments

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P'7FE!!I7NAL P'E!EN)A)I7N FEE"AC9

+ points

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!tudentLearning7utcomes

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Bntroducessub%ect andprovidesoverview ofpresentation3resentsmaterials inorgani$edmanner3resent content for easyunderstandingof Career"evelopment)heory3"ecision@(a5ing (odels06:;:a:1="hibitsprofessionalismin presentations!ills=2ual division of presentationand followsappropriateallotment oftime forpresentation

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(et )arget + points to < pointsNot (et )arget 9 points or less points

What did the presenter do that 4as particularly helpful

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!uggestions for improvement

/: CC' AU)7I76'AP+M

'tandards 1eference 7o"

0401=3 0ore: I..a.0401=3 'pecialty:Florida =ducator 4ccomplished 3racticeDsE Bndicators

)o demonstrate your 5no4ledge of career development theories and decision@ma5ing models 06:;:a:1> write an autobiography in which you describe your collegeand career development and support your development with career theory DiesE.'pecically describe your college readiness process G&+- that brings you to your current

career, your choice of career, and the issues, challenges and resources you had thathelped andAor hindered your %ourney. To demonstrate how theory supports careerdevelopment, you want to weave a theory or theories to your development. Fore"ample, you may nd that 'uperH Life 'pan theory relates to your development, or thatolland does, or possibly a combination of the theories we will study. 4 pro%ected ve toseven pages Dnot counting a title or reference pageE, should ade2uately describe yourcollege and career development, decision&ma!ing models, resources, and how careerdevelopment theories apply to your career portrait.

"UE. (arch )+E7'IE! AU)7I76'AP+M

+8 points

!tudentLearning7utcomes

Points Points Points !core

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Theautobiographydemonstrates your5no4ledge

of careerdevelopment theoriesanddecision@ma5ingmodels06:;:a:1:

K points?a%or careerdevelopmenttheories anddecision@ma5ing models

06:;:a:1 wereelo2uentlydescribed andclearly integratedinto thecandidateHscareerdevelopment.

points to #points?a%or careerdevelopmenttheories anddecision@

ma5ing models06:;:a:1 wereade2uatelydescribed andintegrated intothe candidateHscareer path.

G points to & points?a%or careerdevelopmenttheories anddecision@ma5ingmodels 06:;:a:1 were

mentioned, but notclearly described, norcomprehensive indescription orintegrated into thecandidateHs careerpath.

0ollege and0areerdevelopmentwaspresented inan organi$edand fullydevelopeddescription.

; points The reader wase"pertly guidedthrough thecontent.'entences readwell and wordchoices wereaccurate andgraceful.

$ points The reader wasguided throughthe content withfew instances ofrereadingsections forunderstanding.

/ points to & points3oorly constructedideas and a poorpresentation of ideas.

The paper hadmisspellings andincorrect usage ofwords throughout thepaper.

Follows 434style.

$ points0orrect 434 stylewas usedthroughout thepaper.

/ points to %points

4 few errors withthe use of 434.

& points434 style was not used.

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assessments for academic> career> and personal3social development: 06:$:1

To ac2uire this !nowledge and understanding 0C:;:D 6:$D 6:;:a:> and 6:;:f:1, thepro%ect and narrative will be comprised of four sections. Bn your paper, please label eachsection with the appropriate section. The four sections are:

a: 'esources. review the websites of (uval 3ublic 'chools DIuidance (ept.E, Florida'hines, 0ollege 7oard, and two other websites, and criti2ue your ndings. Thecriti2ue should consist of:+E what was helpful andAor di6cult to understand andAor locate#-E if you were developing a website such as this, what could be changed in thevarious websites to

aid families and students# and,*E how might lessons learned from this criti2ue enable you in your future wor! withstudents.;eb addresses are listed in the bibliography of the syllabus. Bf you have a websitethat is not listed and you want to use, please feel free to do.

*: Assessment. research types of inventories or resources you would considerusing to assess individual students. Thin! of one of your mentees as an e"ample of astudent and describe how a particular inventory or a combination of inventories,would be benecial for this student.

c. )heory: use one Dor more if applicableE of the 041==1 theories you learnedabout, and assess the career development of yourmentee. Bdentify which 041==1 theory you used and describe how this 041==1theory applies to your mentee.

d: 3lanning: as a way to identify appropriate activities for promoting studentHs

college readiness, describe recommendations and your rationale for futureactivities that would facilitate this studentHs Dyour menteeHsE progression in schooland become college ready. 4ddress the following with two activities per grade. ouractivities need to be relevant to this particular mentee so you will want to describe theactivity and the rationale for how these activities correlate to your menteeHs interest,s!ills, aptitudes, values.

'tart with 8th O outline 001 activities and the transition to middle and then to highschool Dso some type of transition program would be applicable#You will have a list (you might want to put in a table format) of grade, activity, and rationale

starting at 5th grade through post Senior summer

For the length, anticipate at least a page per section, section d may re2uire two pages.Suggest that you begin this proect early in the semester to ensure completionby the due date!

"UE. April ;

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!tudent Career Assessment Pro8ect- points

3ro%ect design incorporates activities to understand assessment instruments andtechni,ues relevant to career planning and decision ma5ing 06:;:f:1D to identify variousforms of needs assessments for academic> career> and personal3social development:06:$:1 and to develop 5no4ledge for ho4 to design> implement> manage> and evaluatetransition programs> including school@to@4or5> postsecondary planning> and college

admissions counseling 0C:;1,

!tudent Learning 7utcomes (et0; points to $ points1

Not (et0/ points to &

point1

!core

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The review and ndings of the schooldistrict and various websites indicates identication of school counselingactivities related to careers anddemonstration of !nowledge ofresources, including assessments used

in career development in which tounderstand assessmentinstruments and techni,uesrelevant to career planning anddecision ma5ing 06:;:f:1

4 thorough anddescriptive criti2ue ofcareer activities,resources, andassessments wase"plained in the

narrative.

The narrativeprovided asimple and shortoverview of thendings.

)o identify various forms of needsassessments for academic> career>and personal3social development:06:$:1> candidates interpret data fromvarious informal and standardi$edassessments, including !nowledge andunderstanding of the mentee, to providean interpretation of student assessment

data relevant to career development.

The reader wase"pertly guidedthrough thedescription of thesurveyDsE. owassessments can beintegrated into careercounseling was

thoroughly described.

The readerfollowed thethoughts of thewriter butsometimes hadto rereadsections forunderstanding.

The narrative identies decision@ma5ing approaches and theories06:;:a:1 for students in various stagesof career development.

Theory or theorieswere thoroughlyreferenced, described,and connected to yourmenteeHs careerdevelopment.

'ome portion orno reference wasmade to theoryor theories.

The narrative identies appropriateactivities for promoting studentemployability and lifelong learning andfrom identifying various forms of needsassessments for academic, career, andpersonalAsocial development

accommodates dierent studentlearning needs, developmental levels,and cultural heritage indicating5no4ledge for ho4 to design>implement> manage> and evaluatetransition programs> includingschool@to@4or5> postsecondaryplanning> and college admissionscounseling 0C:;1,

1ecommendations formenteeHs careerdevelopment were builtfrom formal andinformal assessmentsto accommodate the

learning needs thatwere developmentallyappropriate:

1ecommendations were oeredbut lac!edsubstantialreference toappropriate

activities.

434 style is followed. 0orrect use of 434 orvery minor errors notedthroughout the paper.

=rrors with theuse of 434.

.

)7)AL P7IN)! BBBBBBB (et )arget - points O +) points Not (et )arget +8 points or lesspoints

;: (ANA6E(EN) AN" "ELI


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0401=3 0ore:0401=3 'pecialty:Florida =ducator 4ccomplished 3racticeDsE Bndicators: .e.

Throughout the semester, you will participate in multiple eld e"periences for yourcontact hours for'(' )


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guidelines for your wor! in the college search, application, admission, and enteringcollege, will be distributed in class. This pro%ect is designed to complete as much in classas possible.4 presentation from your group will be given the last night of class to describe theresources used and processes your group followed.

E: LEA'NIN6 C'I)IOUE )+A) !MNE)+E!I! P'7JEC)!.4fter the completion of these management and responsive services, the writtenassignment that you will submit is an account of your learningDsE that will be applicableto your future wor! as a school counselor. Bnclude the following in your learning criti2ue:

4 synthesis of your learning about content, resources, partnerships, collaborations,s!ills, and dispositions for delivery of lessons, nancial programs, career fair, and casestudy.CA"#$%&' 4ometimes rather than synthesi9ing learning of the e(periences' studentsinstead describe !hat they did. Careful to a"oid con"eying a play-by-play of !hat youdid' this is not a synthesis of learning. 4dditionally, how you 4ould share theimportance of the outcomes from the student assessment data 4ith thestudents involved in the lessons3fair 4ith the student and the student-sparent3caregiver0s1: 0FEAP ;:e:1 should be addressed in the synthesis. 4nticipate aminimum of at least four pages to ade2uate convey your learning.

"UE. April / = permissi*le to su*mit prior to this due date

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CCR Spring 2016


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!U((A'M 7F LEA'NIN6

- points- points 0andidate used technology to plan lessons, prepare materials, manage

instruction, andenhance learning.

Lessons provided learning situations which encouraged the students topractice

s!ills and gain !nowledge needed in a diverse society. 1eader was able to understand the learning ac2uired.0ritical, in&depth descriptions of learning addressed content, resources,partnerships,

collaborations, s!ills, and dispositions for delivery of eld e"periences.)he summary descri*ed ho4 outcomes from the studentassessment data 4ould *e

shared 4ith students and the student-s parent3caregiver0s1:0FEAP ;:e:1=ngaging, clear, meticulously organi$ed, smooth and appropriate transitionsbetween

topics.3unctuation, spelling, grammar, mechanics were accurate and Followed 434style.

+/ points to +) points 0andidate used technology to plan lessons, prepare materials,manage instruction, and

enhance learning. Lessons provided learning situations which encouraged the students to

practice s!ills and

gain !nowledge needed in a diverse society.'ummary provided descriptions of learning that addressed content,resources,

partnerships, collaborations, s!ills, and dispositions for delivery of lessonsand career

fairs.)he summary descri*ed ho4 outcomes from the studentassessment data 4ould *e

shared 4ith students and the student-s parent3caregiver0s1:0FEAP ;:e:1'ummary is organi$ed, and the description of learning is clear but not an in&depth

description.

The writing lac!s variety and sometimes is aw!ward or wordy, punctuationsometimesmisused, grammar and spelling generally accurate Dfew errorsE.

434 style had minor errors.

+8 points to points 0andidate did not use technology to plan lessons, prepare materials,manage instruction,

and enhance learning:

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CCR Spring 2016


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'ummary provided minimal descriptions of learning that addressed content,resources,

partnerships, collaborations, s!ills, and dispositions for delivery of lessonsand career

fairs.)he summary 4as poorly descri*ed for ho4 outcomes from the

student assessment data4ould *e shared 4ith students and the student-sparent3caregiver0s1: 0FEAP ;:e:1

Lessons did not provide learning situations which encouraged the studentsto practice s!ills

and gain !nowledge needed in a diverse society:7elow level of performance for graduate school, disorgani$ed, summaryrepeats activities

rather than describes learning, lac!s clarity in writing.434 style had numerous and incorrect usage.

)7)AL P7IN)! BBBBBBBBBBBBBBBBBBB (et - points to +) points Not (et +8points or less

P'7FE!!I7NAL "E


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Program e"elopment & followed with a description of how you used data to

develop your school counseling program and address academic, career, and

personalAsocial needs.

ou can use this 3rofessional 'ummary for future interviews. 4nd this summary might be

used when you become a professional school counselor, as a handout for business

partners, parents, and community leaders.

ring a rough draft to class January /G. Bn class we will discuss resume

development and give feedbac! to each other about our resumes before completing your

nal version.

"UE. Fe*ruary %G = *ring hard copy of your resume and professional summary.chec5 out QQQQQUNF 0areer 0enter & For 1esume (evelopment and 0over Letters Dseebibliography at the end of the syllabusE for resources.

P'7FE!!I7NAL "E


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0C:;1, and, awareness of various forms of needs assessments for academic> career>and personal3social development 06:$:1:

0reating a culture for college&going is planned intentionally and thoughtfully, withresearch to support eorts. ou will want to use references to support your responses,and do follow 434 style for the body of te"t and reference page.

'elect a level Delementary, middle or high schoolE.4ppoint yourself the school counselor for the school level you select. D0ongratulations onyour positionSE0raft a college and career program for your school. 'tructuring the program by gradelevel with appropriate activities will be a helpful organi$er. ou will want to cite literaturethat supports what you are doing and the rationale. 4s part of the 0I 0ulture, be sureyour program is culturally competent and includes families of your students.

"UE. April %%

C'EA)E A C6 CUL)U'E 'u*ric+8 3oints

!tudent Learning7utcomes

(et )arget+8 to +- points

Not (et )arget++ to points

!core

0andidateHs programindicated understandingin the interrelationshipsamong and *et4een4or5> family> and otherlife roles and factors>including the role ofmulticultural issues incareer development06:;:d:1

The program e"hibitsstrong understanding forhow to develop a collegeand career program thatfosters a college goingculture.

The program e"hibitsstrong understandingfor how to develop acollege and careerprogram that fosters acollege going culture.

(et )arget %G to %/ points Not (et )arget %% to & pointsComplete and !u*mit 4ith on April %%

Assessment of Professional "evelopment and Academic Progress

Name RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

Please ma5e comments a*out each of the follo4ing.

0lass attendanceATimeliness to classA4ssignments completed on time

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CCR Spring 2016


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CLASS ATTENDANCE, PATICIPATI!N, and

P!"ESSI!NALIS#

Submit Self Assessment p. 19 syllabus !n$%oin& '(

)'. eadin&s $ T*eories Presentation

Bndividually'cheduled '(

)+. CC Autoio&rap*- #arc* '

)3. Student Career Assessment Pro0ect April 1 +(

)1. Summar- of #ana&ement and Deliver- Pro0ects

April + +(

). esume 2 Professional Summar- "eruar- ' '(

). Create a C% Culture

4 Professional Development Self$Assessment 5p. +(6

April '' '

Total

GRADE ________

100

6rading !cale

4 +&/8 7


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C7E+! Policies+. 4?=1B04N' ;BT (B'47BLBTB=' 40T D4(4E 35LB0: The 0ollege of =ducation anduman 'ervices complies with 4(4 re2uirements in ma!ing reasonable accommodationsfor 2ualied students with disabilities. 'tudents desiring reasonable accommodationsshould contact the UNF 56ce of (isabled 'ervices located in 7ldg 89, 1oom +8. (10sta members wor! with students to obtain re2uired documentation of disability and to

identify appropriate accommodations as re2uired by applicable disability laws includingthe 4mericans with (isabilities 4ct D4(4E. 4fter receiving all necessary documentation,the (10 sta determines whether a student 2ualies for services with the (10 and, if so,the accommodations will be provided to the student. (10 sta then prepares a letter forthe student to provide faculty advising them of approved accommodations. For furtherinformation, contact the (10 by phone at /&)-&-9)/, by email at drce(ams;unf.edu'or "isit 0C !ebsite at http:66!!!.unf.edu6drc

-. (=0L414TB5N 5F ?4@51 35LB0: Bn order to complete any graduate degree programin the 0ollege of =ducation and uman 'ervices, students must declare a graduate ma%orand be accepted into a program of study. 4dmission to graduate study by the Universitydoes N5T guarantee admission into a given program of study. 'tudents cannot count

more than + hours toward any graduate degree without rst having been admitted intoa program of study. 4ny hours earned over + semester hours wor!ing toward acertication or endorsement or as a non&degree&see!ing student will N5T be accepted aswor! toward a graduate degree.

*. 3rior to being considered for admission into a masterHs or doctoral degree program,students mustconsult the


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in violation of the 'tudent 0onduct 0ode should report the activity to the University3olice or the appropriate campus administrator. The conduct code is available in itsentirety on the University website at web addresshttp:AAwww.unf.eduAstudentaairsAcode.html.

). 404(=?B0 BNT=I1BT 35LB0: The University of North Florida has adopted a strict

policy on professionalism and academic integrity. 4s noted in the UNF


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professional behavior and will impact your grade. 'hould you be tardy two or moretimes, two points will be subtracted from your grade for each tardy, therefore, chronictardiness runs the ris! of losing credit for the course.

*. 341TB0B34TB5N: 4ttendance is necessary for this course, but does not necessarilycorrelate with

participation. 4ll of us are responsible for establishing an optimum learningenvironment by coming to seminar prepared, participating in activities and discussions,listening and learning from others, wor!ing collaboratively with others, and beingpresent and on time. 3articipation means a willingness to e"amine and criti2ue yourvalues and behaviors that impact your professional growth. 3articipation is part of yournal grade.

. BN05?3L=T=': 4 grade of Bncomplete will be available only under the following:DaE e"traordinary circumstances for you, or your family, or by previous agreement with

the instructorbefore enrolling in the course, DbE with completion of over 8W of the course

re2uirements, and DcE with

permission of the instructor.

8. 315F=''B5N4LB'?: ou are e"pected to conduct your wor! in an ethical, legal, and

professional manner,

adhering to the 404 0ode of =thics and 'tandards of 3ractice D4merican 0ounseling

4ssociation, -8E and =thical 'tandards for 'chool 0ounselors D4merican 'chool

0ounseling 4ssociation, -+E.

). 1=4(BNI': 1eadings will be assigned. ou will be e"pected to attend each sessionprepared to

discuss any assigned reading. The aim is to enhance your understanding and s!illsrelated to these materials and enable you to share your understanding with our group.

9. ;1BTBNI: The ability to write clearly and eectively is essential in a profession.;ritten assignments

represent your best professional abilities and e"cellence. 4ssignments must be writtenin correct, inclusive =nglish. ;ritten assignments should be typed and carefullyproofread. 3ages which are disorgani$ed, contain errors in grammar, spelling, synta",or typing will receive reduced grades. 4ll written wor! should adhere to the 434 'tyle?anual, )th edition.

;ritten assignments are due as scheduled Dsee Tentative 'chedule & (ue (atesE.

4ssignments turned in late lower your total points for the course. 3lease donHt as! forlate assignments to be e"cused.


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only be used to support your learning in class discussions andAor activities. Noteta!ing is appropriate. 1esponding to email, social networ!ing, surng the web, doinghomewor! is not appropriate. Bt is obvious to the instructor when you are not focusedon the class wor! at hand.

)entative Course !chedule The schedule, topics, assignments, and due dates may be changed due to e"tenuating

circumstances or by mutual agreement between the instructor and by consensus of thestudents. As spea5ers are conrmed for guest lectures> the schedule 4ill *eupdated:

Face&to&face classes scheduled below will meet according to the dates and times on page- of your syllabus.

Bn the event of disruption of normal classroom activities due to an emergency such ashurricane, pandemic or other unforeseen event or combination of events, the format ofthis course may be modied in order to enable completion of the course re2uirements. Bnthat event, you will be provided an addendum to this syllabus that will supersede thisversion. Bt is your responsibility as a student participant to be proactive during anyemergency to nd instructions that B will email, which you should chec! daily.

CLA!! (EE)IN6 )7PIC! = 'EA"IN6! A!!I6N(EN)! are BN 7L"

January %% Perspecti"es of CC00lass + C -

Reconnections

Rationale for CCR

6uest !pea5ers from "CP! "istrict Level present.

*P=-12 Career6College 0eadiness Curriculum and0esources for 4chool Counselors+

0ourse 5rgani$ing C 'yllabus 1eview

'ead. Chapter $ Curry and (ilsom 0C(1

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CCR Spring 2016


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A!CA !chool Counselor 0Nov3"ec: %;1 Issue /> Article p: # 0!tone1 p: %K0Patterson1

ring draft of your resume for %3/# class

January /G Cultural and 4ocietal Considerations in P-12 CC00lass * C

1esume (evelopment and 3rofessional 'ummary

3resentation and (iscussion 0h. *

3eters 'tudy

5rgani$ation of 0ase 'tudies

5rgani$e 0areer Fairs

'ead. Chapters ; and # in C(A!CA !chool Counselor 0Nov3"ec: %;1 Issue /> Article p: /; 09rumhol1 p: $&0Liedt5a1

Introduction Chapter % in !'

Fe*ruary % CC0 > /ducational /quity 0lass 8 C )

3resentation and (iscussion 0h. (iscussion of '1 Bntroduction

3resentation and (iscussion 0h. ) (iscussion of '1 0h. +

0ase 'tudy Teams

0areer Fairs 1esearch and 3lanning Iroups

'ead. Chapters and K in C( Chapters / and $ in !'

Attend. "loridaS*ines 7einar8 see pa&e for t*e 7einar in -our ilio&rap*-

Fe*ruary %G CC0 in 5o!er /lementary0lass 9 C <

3resentation and (iscussion 0h. 9 (iscussion of '1 0h. -

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CCR Spring 2016


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3resentation and (iscussion 0h. < (iscussion of '1 0h. *

0ollege Ioal 'unday 3ractice 3resentation C Feedbac!

for 'unday, February -+

0ase 'tudy Teams


"UE. QG 'esume Professional !ummary 0su*mithard copies in class1

'ead. Chapters H and %& in C( Chapters ; and G in !' A!CA !chool Counselor 0Nov3"ec: %;1 Issue />

Article p: ;; 0!par5s1

Fe*ruary /H CC0 in ?iddle


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"UE. Q/ CC' Auto*iography

'ead. Chapter %$ and %; in C(Conclusion in !'

A!CA !chool Counselor 0Nov3"ec: %;1 Issue />

Article p: %& 074en1

April ; CC0 in High 4chool and Postsecondary )ransitions0lass +* C +

3resentation and (iscussion 0h. +*

(iscussion of '1 0onclusion

3resentation and (iscussion 0h. +

(iscussion of '1 0h. 9

0ase 'tudy Teams


"UE. Q$ !tudent Career AssessmentPro8ect

April %% College p: /&

April / last day to accept "UE. Q; !ummary of (anagement

"elivery Pro8ects

!elected i*liography

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CCR Spring 2016


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n addition to your te*t hich provides an e*tensive list of ournals articlesand eb sites'

!uggested Journals

0areer (evelopment Yuarterly

@ournal of 0ounseling and (evelopment @ournal of 0ounseling 3sychology="ceptional 0hildren

@ournal of Jocational 7ehavior Techni2ues D4ssociation for 0areer and Technical =ducationE1eview of =ducational 1esearch3rofessional 'chool 0ounseling

We* !ites

Florida We* !ites

"loridaS*ines. https:AAwww.oridashines.orgA

event pa&e for t*e 7einar

Florida 0ollege 4ccess Networ! http:AAwww.oridacollegeaccess.orgAFlorida (epartment of =ducation http:AAwww.doe.orgAUniversity of North Florida 0areer 'ervices http:AAwww.unf.eduAcareerservicesA;or! 'ource www.wor!source.com'U' 4dmission ?aterials http:AAwww.bog.eduAaboutAcodAasaAadmissionstour.php

Career Information> Jo* !earches> 'esumes0ollege 7oard https:AAwww.collegeboard.orgA5n Net 5n Line www.onetonline.org4mericaH 0areer BnfoNet http:AAwww.acinet.orgAacinetA4mericaHs @ob 7an! http:[email protected] 1esource 0enter http:AAwww.careers.orgA?ilitary 0areer Iuide http:AAwww.militarycareers.comA5ccupational 5utloo! andboo! http:AAwww.bls.govAoohA

The 5ccupational Bnformation Networ! D5netE http:AAwww.doleta.govAprogramsAonetA?y '!ills&?y Future www.myne"tmove.orgA0areer 0oach https:AAfsc%.emsicareercoach.comA

QQQQQUNF 0areer 0enter & For 1esume (evelopment and 0over Letters0areer 'ervices oers a host of services. Bf you go into the UNF webpage, then to theCareer !ervices page.0lic! Mstudent 'esources'croll down to M'esume Cover Letters1ead that rst paragraph on this page, then scroll down to and clic! on MCollege ofEducation and +uman !ervicesBn this section you will nd a wealth of materials pertaining to resumes and cover letters.

R.A. Schumacher

CCR Spring 2016

https://www.floridashines.org/http://www.floridacollegeaccess.org/event/florida-can-webinar-introducing-floridashines/http://www.floridacollegeaccess.org/http://www.fldoe.org/http://www.unf.edu/careerservices/http://www.worksourcefl.com/http://www.flbog.edu/about/cod/asa/admissionstour.phphttps://www.collegeboard.org/http://www.onetonline.org/http://www.acinet.org/acinet/http://www.ajb.dni.us/http://www.careers.org/http://www.militarycareers.com/http://www.bls.gov/ooh/http://www.doleta.gov/programs/onet/http://www.mynextmove.org/https://fscj.emsicareercoach.com/https://www.floridashines.org/http://www.floridacollegeaccess.org/event/florida-can-webinar-introducing-floridashines/http://www.floridacollegeaccess.org/http://www.fldoe.org/http://www.unf.edu/careerservices/http://www.worksourcefl.com/http://www.flbog.edu/about/cod/asa/admissionstour.phphttps://www.collegeboard.org/http://www.onetonline.org/http://www.acinet.org/acinet/http://www.ajb.dni.us/http://www.careers.org/http://www.militarycareers.com/http://www.bls.gov/ooh/http://www.doleta.gov/programs/onet/http://www.mynextmove.org/https://fscj.emsicareercoach.com/


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Career Assessment'elf&(irected 'earch http:AAwww.self&directed&search.com clic! line for sample report3ersonality Type http:AAwww.personalitypage.com

National Clearinghouses and Federal Agencies=1B0 0learinghouse for 4dult and Jocational =ducation http:AAericacve.orgA=1B0 0learinghouse for 4ssessment and =valuation http:AAericae.netA U.'. (epartment of =ducation http:AAwww.ed.govA

Professional 7rganiations4merican 'chool 0ounselor 4ssociation D4'04E http:AAwww.schoolcounselor.orgA

National 0areer (evelopment 4ssociation DN0(4E http:AAncda.orgA

Educational InformationUnited 'tates Universities and 0ommunity 0olleges http:AAwww.ute"as.eduAworldAunivAN044 www.eligibilitycenter.org

Financial 7pportunities InformationFree 'cholarship 'ervice 5nline http:AAwww.fastweb.comA

'ources of Financial 4id DNational 4ssociation of 'tudent nancial 4id 4dministratorsEhttp:AAwww.naid.orgA

Free 4pplication for federal 'tudent 4id DF4F'4E http:AAwww.fafsa.ed.govA

Colle&e Aacus, a free online tool t*at allo7s students and families to calculate and compare t*eir

individuali9ed financial aid estimates across more t*an ,((( :.S. colle&es and universities; t*is is asecure searc* site desi&ned to simplif- and streamline t*e colle&e searc* process for lo7$income

students li


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unf- college & career readiness syllabus

Documents