School Counseling Program

The School Counseling Program emphasizes the connection between the school and community and is guided by the American School Counseling Association’s (ASCA) National Model for School Counseling Programs. 

The National Standards can be found by clicking here. The Indiana Department of Education information for school counselors can be found at http://www.doe.state.in.us/sservices/sc.htm.

School Counseling Cohort and Gates
Sequence of Courses
Field Experience and Internship
Licensure
Portfolio
Portfolio Standards for School Counseling

School Counseling Advisory Board
2007-2008

The School of Education and the Counseling & Development Program are appreciative of the membership of our School Counseling Advisory Board.  The members provide exceptionally helpful feedback about our School Counseling Program and training of our students.  This input is resulting in improvements in our curriculum and in providing professional development for School Counselors in Northwest Indiana.  We would like to acknowledge and thank these members:

Susan Alamillo, School Counselor, Morton HS
Cecelia Bragg, School Counselor, Scott MS
Libby Coffin, Director of Counseling/School Counselor, Clark HS
Elizabeth Emerson-Gallegos, School Counselor, Munster HS
Robbi Garcia, School Counselor, Valparaiso HS
Jan Gerovac, School Counselor, Morton HS
Kelly Gossman, Director of Counseling/School Counselor, Highland HS
Nathan Hartz, School Counselor, Clark MS
Jim Kammer, Director of Counseling/School Counselor, Hobart HS
Nadia McNabney, School Counselor, Gavit MS
Arlene Peterson, Voices for Illinois Children and President and Founder of ENZI:  Empowering People and Nonprofits
Mary Sanger, Elementary Teacher, Wadsworth El
Erin Spinks, School Counselor, Kahler MS
Amy Unwin, School Counselor, Highland HS
Pam VanRennes, School Counselor, Morton HS
Stephanie Waldron, School Counselor, Hobart HS
Josie Werhowatz, School Counselor, Longfellow El
Kerry Wiersbe, School Counselor, EC Central HS
Denise Polen, School Counseling Student, Cohort 4
Laura Quijas,  School Counseling Student, Cohort 5
Aamina Sharif, School Counseling Student, Cohort 3
Kim Snow,  School Counseling Student, Cohort 3
Suzanne Degges-White, C & D Faculty, PUC
Mary Didelot, C & D Faculty, PUC
Lisa Hollingsworth, Chair, C & D Faculty, PUC

School Counseling Cohort and Course Sequence

The 2002 state of Indiana licensing framework (Rule 2002) has led PUC to a new alignment of coursework.  The state and national accreditation agencies now expect that all courses at PUC align with the national standards for school leaders. In order to meet this expectation, Counseling and Development has created a program that is sequenced and aligned with the standards (See the the School Counseling Standards. These standards are based on the Indiana Professional State Standards Board’s standards for School Service Professionals and School Counseling Professionals). Each fall, a new cohort of candidates is admitted into the program.  That cohort will stay together throughout the entire length of the program.   Please see the Plan of Study/Course Sequence for more information.

Dispositions: School Counselors will be evaluated each year on dispositions. See the Dispositional Evaluation Form.  The dispositions are an important part of the Gates.

Explanation of Gates

In addition to the course sequence, PUC has also initiated 4 gates.  These gates are intended to measure whether a candidate is prepared to proceed in the program. Click here to download the Gates for Assessment form.  

• Gate 1, admission, is the process of getting admitted into the program. Please note that there is a counseling supplement that must be completed for the application process. This supplement is available at http://www.calumet.purdue.edu/education/grad/counsel5.html.
• Gate 2 follows the first 2 courses, or first year of the program, and is designed to gauge how candidates are performing on the various competencies and course requirements. If all competencies have been satisfied and the candidate has maintained a GPA of 3.0 or higher, then they can proceed in the program. If the candidate has failed to meet competencies or has a GPA lower than 3.0, they will exit the program at this gate. Dispositions are also assessed for progression through this gate.
• Gate 3 comprises the second and third years of the student's program. As with Gate 2, the student must maintain a GPA of 3.0 or higher and meet all required competencies. Dispositions are also assessed for progression through this gate.
• Gate 4 is the post-graduate gate for the program. It is important to us that we keep in contact with you, so please keep us updated on your employment and how we may contact you (i.e., your current email address and home address).

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Sequence of Courses for School Counseling/Sequence of Courses

M.S. in Ed. - SCHOOL COUNSELING
Letter codes: F=Fall ; S= Spring ; SS=Summer

***Semesters courses offered are subject to change

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Field Experiences for School Counselors

There are 3 types of field experiences required of students:

1. Course requirements:  The Counseling and Development program strongly believes in having students out in the field gaining “real life” experience under the guidance and supervision of trained counselors.  As such, many of our courses will have a field experience component.  The requirements will vary for each course, but will not require as many hours in the field as practicum and internship.  For example, a student may be required to go into a school setting and present a program to classes.
2. Practicum:  This is a one-semester, 100-hour, field experience that students take after the majority of their coursework is complete.  Of the 100 hours, 40 must be direct, face-to-face work with students/clients in individual and group settings.  It also includes a one-hour weekly supervision session on site.  The practicum is the precursor to the internship and will also include a weekly seminar/supervision with a PUC instructor.
3. Internship:  The purpose of the master’s level internship is to provide students with entry-level professional experience while under supervision.  This experience allows the student to sample the work routine and expectations of the counselor in a school or mental health setting.  The internship has a 600-clock-hour requirement, and 240 clock hours must be in direct service to students/clients.  Direct service is defined as an interaction with students/clients that includes the application of counseling, consultation, and/or human development skills.  Supervision is an integral part of the internship experience.  Interns meet with a site-supervisor weekly, and the site supervisor must be available for consultation with the student when needed.  Interns also meet weekly with a faculty member for seminar/supervision.

POSSIBLE PRACTICUM/INTERNSHIP ACTIVITIES FOR SCHOOL COUNSELORS

Personal Counseling
Confidentiality/Legal and Ethical Guidelines           
Grief/Loss
Counseling Theories/Techniques               
Depression/Anxiety/Suicide
Eating Disorders                                             
Drug/Alcohol Abuse
Behavior Management                                       
Divorce/Stepfamily
Gender Issues                                               
Interpersonal Relationships
Crises Intervention                                        
Harassment (Physical or Sexual)
Conflict Resolution                                                       
Reporting Procedures for Physical/Sexual Abuse and Neglect
Group Counseling
Confidentiality Guidelines                               
Self Esteem
Group Counseling Techniques/Procedures           
At-Risk
Children of Alcoholics                                            
Eating Disorders
Grief/Loss                                                       
Diversity Issues
Divorce/Stepfamily                                         
Study Skills                           
Recovery (Drug/Alcohol Abuse)                        
Interpretation of Standardized Testing Scores: SAT/PSAT/ACT, ASVAB, ISTEP/CTBS, Others

Additional Counselor Activities

Class Presentations                                      
College Scholarship Letters of Application
Family Counseling                                          
Preparation and Distribution of Parent, Student and Parent Orientation                  
Presentations in the school and community
Facilitate Student/Teacher Relationships            
Referrals to outside agencies
Understand and Participate in Disciplinary Hearings
Collaborate with teachers, administrators, program
Assessment and Evaluation
Parents and community agencies to facilitate Parent/Teacher/Student Conferences
Student success
Special Education Case Conferences Department/Team Meetings    Referrals for Special Education Services
Internship Time Line for Meeting with Site Supervisors

Before beginning the internship, the site supervisor:

1. Interviews the prospective intern

2. Provides the intern with any relevant site information/application materials if applicable.

3. Reads and signs the Internship Agreement Form

During the internship, the site supervisor:

1. Meets with the intern, on average, weekly for one hour of individual supervision.

2. Reviews and signs the intern’s weekly log to verify hours and activities.

3. Evaluates the intern around the mid-point (300 hours) of internship using the evaluation form provided

4. Meets with the intern’s faculty supervisor and intern for a conference (the intern is responsible for arranging this meeting)

At the conclusion of the internship, the site supervisor:

1. Evaluates the intern after 600 hours have been completed;  the intern will provide the evaluation form

2. Considers providing the intern with a letter of recommendation.

Professional Competence

The program's faculty is committed to establishing a thoughtful environment that promotes counselor competence, strong professional ethics and values, personal integrity and a sense of responsibility towards meeting the needs of individuals and families from diverse populations. As a result, any student receiving a grade of “C” in any two courses will be dropped from the program.

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Licensure

The School Counseling Program is based on Indiana State Professional Standards for School Service Professionals, the Standards for School Counseling Professionals, the American School Counselor Association model of National Standards for School Counseling Programs [ASCA], and the Education Trust National Initiative for Transforming School Counseling [Education Trust]. As such, candidates graduating from Purdue University Calumet's school counseling program will be eligible for state certification as school counselors.

The state of Indiana grants licensure or certification to candidates who have met requirements as set by the state. Those students graduating from Purdue University Calumet's School Counseling Program will be eligible for this license. The state does not require a teaching license to become licensed as a school counselor.

For those students interested in becoming licensed in the schools and who already possess a master's degree in a related helping field, such as mental health counseling or social work, the state still requires instructional and field based experiences in school counseling in order to qualify for licensure. Application and acceptance to Purdue Calumet's counseling program can ensure that these requirements would be met. Assessment of a student's education will be conducted on a case by case basis to evaluate which courses completed at the master's level would fulfill state requirements and standards.

For licensing information for our program contact Kim Wasniak at edlicensing@calumet.purdue.edu

The state requirements for licensure or certification can be found by going to: http://www.doe.state.in.us/sservices.counslic.htm

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Tastream: Your Electronic Portfolio

To aid in the assessment of our program and provide you with a venue for demonstrating your attainment of the standards and showcasing your work, the Graduate Studies in Education Department has adopted an electronic portfolio system that is being implemented in TaskStream. There is a one-time charge of $100.00 added to your first semester tuition for use of this system for four years. Once you have paid for your electronic portfolio, you will receive a password to log on to TaskStream.

You must submit work from selected Counseling & Development courses to TaskStream each semester for review. The artifacts (assignments) you submit from each course are assessed according to the course-specific rubric in TaskStream. The rubric will address the specific graduate standards aligned with each course’s content and expectations. You must demonstrate competency on each criteria, and may not be allowed to proceed in the program if you receive too many developing or unacceptable ratings.

The artifacts required for the School Counseling Program can be found by clicking here.

The TaskStream assignment is a major course and program requirement. Failure to complete the entry can mean failure to meet the gate requirements. Therefore, if the entry is not completed by the end of each course, you will receive an F for that course.

In addition to the course-specific portfolio, your TaskStream account will also allow you to create a separate presentation portfolio that you can share with potential employers or others to whom you wish to display your work. What a great way to highlight your skills to future employers. Training opportunities for creating such a portfolio will be offered on campus and are frequently offered online through TaskStream. There are also online tutorials to assist you in downloading your artifacts into TaskStream. It is a very simple process; very much like attaching a document to an email. You are encouraged to save electronic or hard copies of all notable assignments or other work you complete for possible inclusion in a presentation portfolio.

IMPORTANT NOTE: TaskStream submissions are due when the instructor tells you, but they must be completed prior to final exam week. If assignments are not in before finals week, you will receive an F for the course.

The TaskStream website is https://www.taskstream.com/pub/ Once you are on TaskStream, you can obtain help through telephone or email at 1.800.311.5656 or help@taskstream.com.

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Portfolio Standards  for School Counseling

School of Education’s General Standards

1. Instructional Uses of Technology: The graduate understands the central concepts related to educational technology, and can effectively and appropriately implement this technology into classroom preparation and instruction.

2. Individuals with Special Needs: The graduate understands various learning and physical disabilities, how these may be manifested in learning situations, and how to adapt instruction to ensure success for all individuals.

3. Diversity: The graduate understands the nature of diversity in the human community, how cultural and gender differences can affect learning, and how to create a learning environment that protects the individuality and dignity of all learners.

4. Written Communication: The graduate uses knowledge of appropriate verbal, nonverbal, and written communication in preparing instructional materials and can effectively communicate with all stakeholders within the professional community.

5. Educational Research: The graduate understands current trends in educational research and can critically examine this research in relationship to his/her profession.

6. Community Collaboration: The graduate understands the dynamics of educational, geographic, and school communities; can effectively participate within these communities; and fosters a learning environment.

School Counseling Standards

1. Students and the Learning Process:  The graduate understands how to promote the success of students from diverse backgrounds by facilitating the academic, emotional, social, and physical development of the students and the quality and effectiveness of the learning process.
2. Learning Systems and Organizations:  The graduate understands the breadth and scope of education systems and engages in practices that promote lifelong development and learning.
3. Family and Community:  The graduate understands how to collaborate with families and people in the community to respond to diverse student needs.
4. Assessment:  The graduate understands formal and informal assessment techniques used in the school and utilizes assessment techniques that are within his/her competence and professional training.
5. Intervention and Prevention:  The graduate understands intervention and prevention options for individuals, groups, and systems and performs interventions appropriate to his/her level of competence.
6. Legal Processes:  The graduate understands the local, state, and federal laws that affect schools and the educational process.
7. Ethics and Professionalism:  The graduate understands, articulates and practices the ethical standards set forth by the American Counseling Association, the American Psychological Association and the American School Counselor Association.
8. Leadership:  The graduate understands how to promote the educational success for all students through facilitative, consultative, and collaborative leadership. 
9. Design of School Programs:  The graduate understands how to collaboratively design, coordinate, implement and evaluate student assistant services to address achievement for all students.
10. Education and Career Services:  The graduate understands how to collaboratively design, coordinate, implement and evaluate educational services to facilitate achievement for all students.

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