The Indiana Licensing and Mentoring Program for

Beginning School Counselors and the ASCA National Model

Charlene Alexander, Ph.D.

Ball State University &

Lin Metzger, M.S., LMHC

Executive Director, ISCA

Agenda• Describe the development of the Indiana

Mentoring and Assessment Program for- School Counselors (IMAP-SC)

• Describe how Beginning School Counselors are Licensed in Indiana

• Describe the process for Mentor Training• Describe the performance-based portfolio

requirement for beginning school counselors and highlight the parallels with the elements of the ASCA National Model

Standards Timeline, Mentor, and Licensure Information

1994 IPSB adopt performance-based standards for the preparation of Indiana educators

January 1998 First Indiana standards were adopted

May 1998 School Service Professional Standards were adopted.

November 2001 School Counselor Standards were adopted.

September 2003 Student Standards for Guidance were developed.

September 2003 Program Standards for Guidance were developed.

July 2004 Professional Growth Plan may now be used for license renewal.

Standards Timeline, Mentor, and Licensure Information

September 2005 Standards for Mentors of Beginning Counselors developed.

Nov. & Feb. 2006 Certification of First Group of School Counselor Mentor

Apr. & June 2006 Certification of Second Group of School Counselor Mentor

July 2006 School Counselors will now receive an Initial Practitioner License, which mandates a certified school counselor mentor. Portfolios will be scored after year two.

July 2008 School Counselor Portfolios to be scored.

Indiana Licensing Process for Beginning School Counselors

Pursuant to Indiana Code 515 IAC 8-1-45 the beginning School Counselor must have: – (1) successfully met the standards for the school service

professional and the specialty standards for school counseling adopted by the board as set forth in 515 IAC 11 [sic.];

– (2) successfully met all developmental standards adopted by the board as set forth in 515 IAC 11 [sic.];

– (3) obtained a master’s degree in school counseling or related field or, if already degreed, completed additional course work in a school counseling program from an institution of higher education that is approved by the board to offer such a degree;

Indiana Licensing Process for Beginning School Counselors

(Cont. )

• 4) successfully completed all field experiences as set forth by the institution offering the counselor education program in both the content and all developmental levels; (5) been recommended by the licensing advisor of the accredited institution where the applicant’s approved qualifying program was completed.

• At this time the Beginning School Counselor receives the Initial Practitioner License

Indiana Licensing Process for Beginning School Counselors

(cont.)

– (b) Coverage: The holder of the school services: school counselor license is only eligible to serve as a school counselor in any school setting. The school services: school counselor licensure applies to all, regardless of title, who have the role or responsibilities of education, career, and school counseling services for students.

Indiana Licensing Process for Beginning School Counselors

(cont.)– (c) A teacher who holds the initial practitioner

administrative (515 IAC 8-1-40 through 515 IAC 8-1-44) or school services license (515 IAC 8-1-45 through 515 IAC 8-1-48) may obtain the proficient practitioner license by completing the assessment during the second year of the initial practitioner license. (Advisory Board of the Division of Professional Standards; 515 IAC 4-1-5; filed Jun 7, 2004, 5:00 p.m.: 27 IR 3067)

http://www.in.gov/legislative/iac/T05150/A00080.PDF • Retrieved: 6/5/2007.

Mentor Qualifications

A counselor who...• Is licensed as a school counselor in the state of Indiana• Has at least 3 years of school counseling experience• Is open-minded and willing to learn new strategies• Is committed to helping others grow in the profession• Is able to build relationship and trust among colleagues• Understands professional growth is not a “one-shot-wonder”;

becoming a certified mentor requires ongoing reflection and practice; there is “homework” throughout the entire year in order to engage in a “teach, practice, apply” strategy of learning

• Is not currently a certified mentor

• Is committed to completing the training

Process for Mentor Training• The Indiana Mentoring and Assessment Program for

School Counselors (IMAP-SC) is designed to support beginning school counselors in their first two years as a school counseling professional. Individuals wishing to serve as a mentor to beginning School Counselors, who meet the following requirements, and are able to participate in 2 full days of training

• After successful completion of the two-day training program, participants will be certified by The Division of Professional Standards to serve as school counseling mentors to beginning school counselors.

Session One and Two of Mentor Training

• Overview of Mentor Standards• Review Standards for school Counseling

Professionals• Review Components of the standards-based

Portfolio• Describe Adult Learning• Criteria for Competent Mentor• Identify community resources for the Mentor and

Mentee• Presentation of Portfolio Components

Portfolio ComponentsEducational & Career Services

1. Developmental Guidance Instruction2. Educational Development3. Career Development

Student Assistance Services 4. Counseling Strategies

5. Prevention Programming 6. Crisis Intervention

Leadership 7. Advocacy for Students

8. Professional Growth

Educational & Career Services

Component 1. Developmental Guidance Instruction

Beginning school counselors develop, implement, and evaluate developmental guidance instruction for students that is based upon student guidance standards and indictors and aligned with local school improvement goals.

Developmental Guidance Instruction

Elementary School Examples

Middle School Examples

High School Examples

Problem solving unit Career exploration unit

SAT test taking skills unit

Career awareness unit

Respecting self and others unit

Career planning unit

Study skills unit Learning styles unit Stress reduction unit

Developmental Guidance InstructionAction Plan: (include guidance standards and

indicators that the beginning school counselor expects students to master)

Artifact: (showing data collected to evaluate degree of mastery)

Summary of Data: (showing degree of student mastery of guidance standard(s) and indicators related to the unit)

Optional--Related student achievement

Optional--Peer or mentor feedback from lesson observation

Developmental Guidance Instruction

Reflective Questions:

1. How did the student change as a result of this unit?

2. What evidence for healthy academic, career, and/or personal/social development do you see in this activity?

3. What worked and what didn’t work within the unit?

4. How did this unit support my school’s improvement plan and/or academic achievement goals?

5. What will I do differently next time?

Student Assistant ServicesComponent 5. Prevention Programming

Beginning School Counselors provide prevention programs and activities designed o promote healthy personal/social development. These activities may be done in collaboration with other educators or appropriate professionals, are based on student standards and indicators, and are aligned with local school improvement goals.

Prevention Programming

Examples for any building level– Parent Education Program– Safe and drug free school program– Peer medication program– Other prevention programs

Prevention ProgrammingDocumentation

Action PlanArtifact: showing data collected to evaluate student outcomes

(e.g. student evaluation of peer mediation training)

Summary of student outcome dataOptional--related student achievement and/or student choice dataOptional--peer and/or mentor feedback from observation of activity

Prevention ProgrammingReflective Questions:1. How did the students change as a result of this

activity?2. What evidence for healthy academic, career, and/or

personal/social developments to you see in this activity?

3. What worked and what didn’t work within the activity?

4. How did this unit support my school’s improvement plan and/or academic achievement goals?

5. What will I do differently next time?

ASCA National Model

IMAP/ASCA CROSSWALKIMAP Domain ASCA Standards IMAP

Competencies ASCA National Model

Educational & Career Services

Standard 1: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the lifespan.

1.Developmental Guidance Instruction III. Foundation

IV. Delivery SystemV. Management SystemVI. Accountability System

Educational & Career Services

Standard 2: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.

2.Educational Development III. Foundation

IV. Delivery SystemV. Management SystemVI. Accountability System

Educational & Career Services

Standard 3: Students will understand the relationship of academics to the world of work and to life at home and the community.

3. Career DevelopmentIII. FoundationIV. Delivery SystemV. Management SystemVI. Accountability System

Educational & Career Services

Standard 4: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

3.Career DevelopmentIII. FoundationIV. Delivery SystemV. Management SystemVI. Accountability System

Educational & Career Services

Standard 5: Students will employ strategies to achieve further career success and satisfaction.

3. Career DevelopmentIII. FoundationIV. Delivery SystemV. Management SystemVI. Accountability

System

Educational & Career Services

Standard 6: Students will understand the relationship between personal qualities, education and training and the world of work.

3. Career DevelopmentIII. FoundationIV.Delivery SystemV.Management SystemVI.Accountability System

IMAP/ASCA CROSSWALK

Student Assistance Services

Standard 7: Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.

4. Counseling Strategies III. Foundation

IV. Delivery SystemV. Management SystemVI. Accountability System

Student Assistance Services

Standard 8: Students will make decisions, set goals and take necessary action to achieve goals.

5. Prevention Programming III. Foundation

IV. Delivery SystemV. Management SystemVI. Accountability System

Student Assistance Services

Standard 9: Students will understand safety and survival skills.

6. Crisis InterventionIII. FoundationIV. Delivery SystemV. Management SystemVI. Accountability System

IMAP/ASCA CROSSWALK

IMAP/ASCA CROSSWALK

Leadership7. Advocacy for Students

II. Framework Themes: LeadershipAdvocacyCollaboration and TeamingSystemic Change

Leadership8. Professional Growth

VII. Implementation

Closing

• Standards Based Assessment of Beginning School Counselors is possible!

• Changing Licensing requirements to reflect best practice is also possible!

calexander@bsu.eduLsmetzger@kconline.comIMAP:http://www.doe.state.in.us/dps/beginningteachers/

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