Professional Leadership Development
The program provides candidates with opportunities and experiences to display an understanding of the development, improvement and evaluation of programs
that support effective pupil learning. The program also provides candidates with an understanding of the importance of leadership by the pupil personnel services provider in operating as a systems change agent.
Primary courses that address the factors in Standard 12
Coun 241, 242, and 249 candidates receive in-depth training in leadership skills as related to program development and supervision, advocacy, and results-based accountability.
Factors to consider
Leadership in program development and supervision:
Leadership in program development and supervision requires demonstration of skills in many aspects, such as leadership skills, program coordination, implementation, and supervision and ability to review various sources of funding and resources. Knowledge of these aspects of leadership is covered in Coun 241. Candidates further apply this knowledge when they complete their fieldwork in Coun 249.
Objective 1: Familiar with major philosophical and theoretical approaches to coordinating and supervision of counseling programs at elementary, middle and high school levels.
Objective 4: Able to review school counseling budgeting procedures, methods used in counseling programs, and methods of evaluating school counseling programs, through approved research procedures.
Objective 7: Aware of leadership skills in organizational and administrative aspects of school
COUN 249: Objective 7: Provide counseling services related to current policies and critical issues relevant to an approved school setting.Student reading assignments, in class and in school activities focus on developing a comprehensive school counseling program. Topics include:
Assignment Chapter 3, Comprehensive School Counseling Programs: Consult with your field supervisor and relevant school personnel.
Identify if a comprehensive school counseling plan is in place.
If yes, describe and assess their plan and if no, describe how you will develop a comprehensive school plan at your school site.
Chapter 5, Developing a Program: Follow the guidelines of the chapter on planning, organizing, implementing, and evaluating.
Describe how you will develop one prevention program at your school site
Evaluation of a School Counseling Program:
Evaluate the counseling program at your school that addresses: guidance curriculum, individual planning, responsive services, and system support.
Skills In Advocacy
Candidates have opportunities to investigate procedures for pupil advocacy through class discussions in Coun 242. However, skills in advocacy also include communication skills, consultation skills, and skills in developing rapport with an audience to present data effectively. Candidates in this program are required to make class presentations in many courses, to demonstrate counseling skills and rapport building (Coun 200, Coun 208), and to effect change through leading groups (Coun 202). Candidates integrate all these skills when they provide services in K-12 settings (Coun 249). All these courses make candidates professionals who can take leadership as a change agent.
Coun 242: Objective 4: candidates will investigate procedures for developing methods to be used in formulating
pupil advocacy programs.
Skills In Results-Based Accountability
Candidates’ skills in results-based accountability are developed throughout their participation in the PPS program when they are exposed to evidence-based knowledge, and when they are asked to critically evaluate research findings related to concepts covered in their courses. Outcome measures and using outcome measures to evaluate program strategies are stressed in Coun 241, 242, and 249.
Assignments: Coun 241 OrganizationA; Coun 242 AdvocacyA; Coun 249 Fieldwork