[email protected] M E M O R A N D U M...IDM supervision: An integrative developmental model...

Eastern Kentucky University is an Equal Opportunity/Affirmative Action Employer and Educational Institution

M E M O R A N D U M

TO: Amber Gray

FROM: Dr. Kim Naugle

Associate Dean

DATE: February 21, 2013

SUBJECT: COE Agenda

Please consider the following agenda items for the College of Education at the next Graduate Council Committee meeting

on March 8, 2013:

Dept: Counseling and Educational Psychology Chair: Dr. Larry Sexton

New Course COU 885

Dept: Educational Leadership Chair: Dr. James Bliss

Course Drop COU 844, 845, 860, 861, 862

Editorial Change EAD 844





New Course EAD 863

Program Revision M.A. in Student Personnel Services in

Higher Education

Program Revision MAED in Instructional Leadership

Course Revision EAD 857

Course Revision EAD 858

Program Revision Specialist in Ed: Educational Admin &

Supervision

New Course EDL 912

EASTERN KENTUCKY UNIVERSITY Serving Kentuckians Since 1906

Dr. Kim A. Naugle, PhD, Associate Dean

Office of the Dean

College of Education

E-Mail: [email protected]

420 Bert Combs Building

521 Lancaster Avenue

Richmond, Kentucky 40475-3102

Phone: (859) 622-1175

Fax: (859) 622-5061

[email protected]

Richmond, Kentucky 40475-3107

(606) 622-2228 Fax (606) 622-6676

E-mail: [email protected]

mailto:[email protected]

Curriculum Change Form (Present only one proposed curriculum change per form)

(Complete only the section(s) applicable.) Part I

(Check one) Department Name Counseling and Educational Psychology

X New Course (Parts II, IV) College Education

Course Revision (Parts II, IV) *Course Prefix & Number COU 885

Hybrid Course (“S,” “W”) *Course Title

* Program Title

Clinical Supervision of Counseling_______________

____ Program Suspension (Part III)

Program Revision (Part III)

*If Certificate, indicate Long-Term(University) or

Short-Term(Departmental)

*Provide only the information relevant to the proposal.

Proposal Approved by: Date Date

Departmental Committee 11/27/2012 Council on Academic Affairs

College Curriculum Committee 2/5/2013 Faculty Senate**

General Education Committee* Board of Regents**

Graduate Council* ____________________ EFFECTIVE ACADEMIC TERM****

*If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received.

Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.)

New course to be used as free elective in the counseling programs. COU 885 Clinical Supervision of Counseling

A. 2. Proposed Effective Academic Term: (Example: Fall 2012)

Fall 2013

A. 3. Effective date of suspended programs for currently enrolled students: (if applicable)

B. The justification for this action:

The proposed course COU 885 Clinical Supervision of Counseling will meet the increasing need for clinical supervision training in master’s level practicing counselors. Our accrediting body (CACREP) includes sufficient standards addressing supervision and the body of literature on supervision is sufficient to merit a stand-alone course. For students in the MA Mental Health Counseling Program.

C. The projected cost (or savings) of this proposal is as follows:

Personnel Impact: None

Operating Expenses Impact: None

Equipment/Physical Facility Needs: None

Library Resources: Library is sufficient as it is.

Part II. Recording Data for New, Revised, or Dropped Course

(For a new required course, complete a separate request for the appropriate program revisions.)

1. For a new course, provide the catalog text. 2. For a revised course, provide the current catalog text with the proposed text using strikethrough for deletions

and underlines for additions. 3. For a dropped course, provide the current catalog text.

New or Revised* Catalog Text (*Use strikethrough for deletions and underlines for additions. Also include Crs. Prefix, No., and description, limited to 35 words.) COU 885 Clinical Supervision of Counseling. (3) A. Prerequisite: COU 880. Provides counseling students with knowledge of fundamental issues in clinical supervision including the role and function of supervision; models and theories; diversity issues; legal and ethical considerations.

Part III. Recording Data for Revised or Suspended Program 1. For a revised program, provide the current program requirements using strikethrough for deletions and

underlines for additions. 2. For a suspended program, provide the current program requirements as shown in catalog. List any options

and/or minors affected by the program’s suspension.

Revised* Program Text (*Use strikethrough for deletions and underlines for additions.)

Part IV. Recording Data for New or Revised Course (Record only new or changed course information.)

Course prefix (3 letters)

Course Number (3 Digits)

Effective Academic Term (Example: Fall 2012)

College/Division: Dept. (4 letters)*

COU 885 Fall 2013 AS HS CEDL

BT JS

ED X UP

Credit Hrs. Weekly Contact Hrs. Repeatable Maximum No. of Hrs.

3 Lecture 3 Laboratory Other

Cip Code (first two digits only) 13

Schedule Type* (List all applicable)

Work Load (for each schedule type)

Grading Mode* Class Restriction, if any: (undergraduate only)

1, B, T, V, W 3 N FR JR

SO SR

Grading Information: Course is eligible for IP (in-progress grading) for: Check all applicable

Thesis

Internship

Independent Study

Practicum

CoRequisites and Prerequisites **See definitions on following page**

Co-Requisite(s): (List only co-requisites. See below for prerequisites and combinations.)

Course Prefix and No. NA


Prerequisite(s): (List prerequisites only. List combinations below. Use “and” and “or” literally.) (Specific minimum grade

requirements should be placed in ( ) following courses. Default grade is D -.)

Course Prefix and No. COU 880

Course Prefix and No.

Test Scores NA

Minimum GPA (when a course grouping or

student cumulative GPA is required) NA

Co-requisite(s) and/or Prerequisite(s) Combination (Use “and” and “or” literally.) (Specific minimum grade

requirements should be placed in ( ) following courses. Default grade is D-.)


Test Scores NA

Minimum GPA (when a course grouping or

student cumulative GPA is required) NA

Equivalent Course(s): (credit will not be awarded for both…; or formerly…)




Proposed General Education Element: Please mark (X) in the appropriate Element or Elements ( e.g. – 4B(3) X ).

Element 1 (9) Element 2 (3) Element 3 (6) Element 4 (6) Element 5 (6) Element 6 (6)

1A (3) 2 (3) 3A (3) 4A (3) 5A (3) 6 (6)

1B (3) 3B (3) 4B (3) 5B (3)

1C (3) or 3A/B Integrated A&H(6)

or 4A/B Integrated Sciences(6)

Eastern Kentucky University

Department of Counseling and Educational Psychology

COU 885: Clinical Supervision of Counseling

(3 credit hours), CRN #: XXXXX

Semester Year

Professor:

Office:

Phone:

E-mail:

Office Hours:

CATALOGUE COURSE DESCRIPTION

Prerequisite: COU 880. Provides counseling students with knowledge of fundamental issues in clinical supervision including the role and function of supervision; models and theories; diversity issues; and ethical considerations.

Required Texts(s):

The two books noted below will be our primary texts for this course.

Borders, L. D., & Brown, L. L. (2005). The new handbook of counseling supervision. Mahwah,

NJ: Lahaska Press.

Cohen, R. (2004). Clinical supervision: What to do and how to do it. Belmont, CA: Brooks/Cole.

Additionally, you should purchase the following writing style handbook that is the standard for

our field of professional counseling.

Publication Manual of the American Psychological Association (6th

ed.). Author: American

Psychological Association.

Should you choose not to purchase this text, you must frequently use www.apastyle.org. This site

contains quick reference guidelines related to issues of formatting especially regarding citations,

references, headings, and so forth. Either use the website or buy the book. Written assignments

must adhere to APA writing style.

Additional readings in the form of journal articles may be assigned for the class and the reading

of journal articles specific to the group presentations and final papers will be required. A list of

articles that will prove helpful in this regard appears later in the syllabus.

http://www.apastyle.org/

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Recommended Text(s):

Although the following texts are not required, they are highly recommended ones to consider

adding to your professional library.

Bernard, J., & Goodyear, R. (2009). Fundamentals of clinical supervision (4th

ed.). Upper

Saddle River, NJ: Pearson.

Stoltenberg, C., & McNeill, B. (2010). IDM supervision: An integrative developmental model for

supervising counselors and therapists (3rd

ed.). New York: Routledge.

Special note: As this is a graduate level course, I find it disappointing that I need to

mention the following, but alas, each semester I have had to do so. Do not check your

phones or other devices to monitor calls, messages, or texts during class. This is rude

behavior when class meetings are in session and will not be tolerated. You will loose

participation points if this behavior occurs. In the event of a true emergency (i.e., a family

member is having surgery; your child is in the emergency room) you may of course check

messages as needed. But if this is the case, you must let me know before class begins.

STUDENT LEARNING OUTCOMES (based on CACREP Standards)

CACREP Standards related to Section II.G. Professional Identity:

II.G.1. Professional Orientation and Ethical Practice

“II.G.1.e. counseling supervision models, practices, and processes.” Students will

demonstrate knowledge of supervision models, practices, and processes via

the curricular activities described below.

Curricular Activities: Assigned and supplemental readings; offering and listening

to group presentations; short paper on roles and functions of a clinical

supervisor; interview with a practicing clinical supervisor; and final paper on

preferred method of supervision practice.

Assessment(s): Group presentations, short papers, and final paper are graded

assignments with rubrics included in this syllabus.

“II.G.1.j. ethical standards of professional organizations and credentialing bodies,

and applications of ethical and legal considerations in professional

counseling.” Students will demonstrate knowledge of ethical and legal

standards related to supervision via the curricular activities described below.

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Curricular Activities: Assigned and supplemental readings including review of

ACES websites related to supervision standards in the ACA Code of Ethics

and ACES Standards of Practice; offering and listening to group

presentations; interview with a practicing clinical supervisor and completion

of short paper on interview; and final paper on preferred method of

supervision practice.

Assessment(s): Group presentations, short paper on supervisor interview, and

final paper are graded assignments with rubrics included in this syllabus.

II.G.2. Social and Cultural Diversity

“II.G.2.e. counselors’ roles in developing cultural self-awareness, promoting

cultural social justice, advocacy and conflict resolution, and other culturally

supported behaviors that promote optimal wellness and growth of the human

spirit, mind, or body.” Students will demonstrate knowledge of cultural and

diversity related issues in supervision via the curricular activities described

below.

Curricular Activities: Assigned and supplemental readings related to diversity

issues in supervision; offering and listening to group presentations; and final

paper on preferred method of supervision practice.

Assessment(s): Group presentations and the final paper which includes a segment

on cultural diversity are graded assignments with rubrics included in this

syllabus.

CACREP Standards related to Clinical Mental Health Counseling:

“Foundations A. Knowledge 5. Understands a variety of models and theories related

to clinical mental health counseling, including the methods, models, and principles of

clinical supervision.” Students will demonstrate knowledge of principles of

supervision via the curricular activities described below.

Curricular Activities: Assigned and supplemental readings that address a variety

of models and theories of supervision; offering and listening to group

presentations; interview with a clinical supervisor practicing in mental health

setting and a related short paper that addresses roles and functions of supervisors,

final paper on preferred method of supervision practice specific to a mental health

setting.

Assessment(s). Group presentations, short paper on interview with a supervisor

and roles and functions of a supervisor, and final paper on preferred method of

supervision practice are graded assignments with rubrics included in this syllabus.

“Counseling, Prevention, and Intervention C. Knowledge 9. Understands professional

issues relevant to the practice of clinical mental health counseling.” Students will

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demonstrate knowledge of professional issues in the practice of clinical mental health

counseling via the curricular activities described below.



and ACES Standards of Practice; offering and listening to group

presentations; interview with a practicing clinical supervisor and completion

of short paper on interview; and final paper on preferred method of

supervision practice.



“Counseling, Prevention, and Intervention D. Skills and Practices 9. Demonstrates the

ability to recognize his or her own limitations as a clinical mental health counselor

and to seek supervision or refer clients when appropriate.” Students will demonstrate

knowledge of potential issues such as vicarious traumatization or secondary traumatic

stress disorder and will demonstrate knowledge of appropriate measures to be taken

when such issues arise via the curricular activities described below.



and ACES Standards of Practice and readings related to vicarious

traumatization and impaired supervisors/supervisees; offering and listening to

group presentations; interview with a practicing clinical supervisor and

completion of short paper on interview; and final paper on preferred method

of supervision practice.



“Diversity and Advocacy E. Knowledge 5. Understands the implications of concepts

such as internalized oppression and institutional racism, as well as the historical and

current political climate regarding immigration, poverty, and welfare.” Students will

demonstrate knowledge of diversity issues in supervision and current professional

views of social justice and advocacy based on the curricular activities described

below.






syllabus.

5

CACREP Standards related to School Counseling

“Counseling, Prevention, and Intervention D. Skills and Practices 5. Demonstrates the

ability to recognize his or her limitations as a school counselor and to seek

supervision or refer clients when appropriate.” Students will demonstrate knowledge

related to personal/professional limitations such as burnout or vicarious

traumatization and when to seek and/or implement supervision strategies via the

curricular activities assigned below.



and ACES Standards of Practice, also including articles that address vicarious

traumatization and impaired professionals as well as supplemental articles

relevant to the practice of school counselor supervision; offering and listening

to group presentations; interview with a practicing clinical supervisor in a

school setting and completion of short paper on interview; and final paper on

preferred method of supervision practice relevant to school counseling.



“Diversity and Advocacy E. Knowledge 4. Understands multicultural counseling

issues, as well as the impact of ability levels, stereotyping, family, socioeconomic

status, gender, and sexual identity, and their effects on student achievement.”

Students will demonstrate knowledge of diversity and social justice issues as

they pertain to supervision of school counselors via the curricular activities described

below.






syllabus.

Evaluation Methods:

Participation in class discussions and role plays 20 points

Group Presentations on Assigned Topics 15 points

Group Presentations on Ethical Issues in Supervision 15 points

Short Paper on Roles and Functions of a Supervisor 20 points

(Partially based on interview with a supervisor)

Supervisor Disclosure and Limits of Confidentiality Statement 5 points

Final Paper on Preferred Model of Supervision Practice 25 points

Total Points for Course 100 points

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Grading Scale: A 91-100, B 81-90, C 71-80, D 61-70, F 60 and below

A rubric for each assignment is included in this syllabus. Please include a copy of the

rubric when you submit your assignment. Also, please note that some of the above-

mentioned assignments involve working with small groups. In this instance, each

member of the group will receive the same grade for the assignment. Membership in

small groups will be determined the first class session. In addition to working with your

group toward the completion of assignments, you will also check in with your group

members between classes to discuss reading assignments.

Student Progress:

You will be provided with written feedback on each assignment. Grades will be posted

on Blackboard.

Liability Insurance Coverage:

PLEASE NOTE THAT STUDENTS ARE NOW REQUIRED TO HAVE LIABILITY

INSURANCE FOR ANY CLASSES THAT INCLUDE CLINCIAL APPLICATIONS.

Such insurance is available with student membership to ACA or through HPSO. You will

need to provide proof of your liability coverage.

Disclosure Form:

At the end of the syllabus you will find a disclosure form that addresses my training and

experience relevant to the course. It will also inform you about confidentiality related to

this class and the limits thereof. This form must be signed by the beginning of our first

class.

Attendance Policy:

This class is scheduled to meet for eight (8) sessions over the course of the semester.

There will be group assignments and meetings outside of our regularly scheduled class

time (either in person or via email) that you will need to participate in and these meetings

will figure into the total contact hours for this course. It is important for students to attend

each class session and to actively participate in all small group activities. During class we

will participate in modeling various supervision strategies and role playing supervision

practices. You must be present during these activities to earn the participation points for

that class. Missing a class could negatively impact a student’s grade for this course. In the

event of an actual emergency/serious illness, an absence may be substituted with a make-

up assignment to be determined by the professor and student. This option may be used

one time only and may not be used for the last class meeting.

Last Day to Drop Course:

See www.colonelscompass.eku.edu for last day to drop a course.

http://www.colonelscompass.eku.edu/

7

Disability Statement:

If you are registered with the Office of Services for Individuals with Disabilities, please

obtain your accommodation letters from the OSID and present them to the course

instructor to discuss any academic accommodations you need. If you believe you need

accommodation and are not registered with the OSID, please contact the Office in the

Student Services Building Room 361 by email at [email protected] or by telephone at

(859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in

an alternative format.

Academic Integrity Statement:

Students are advised that EKU's Academic Integrity policy will be strictly enforced in

this course. The Academic Integrity policy is available at

www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the

Office of Academic Integrity.

Official E-mail:

An official EKU e-mail is established for each registered student, each faculty member,

and each staff member. All university communications sent via e-mail will be sent to this

EKU e-mail address.

Course Requirements:

In COU 813, Professional Orientation and Ethics, all students are asked to sign a

Student Agreement and Confidentiality and Legal Rights Policy Agreement. If you

have transferred into this program and have not signed this agreement, you are

required to do so immediately and to give your signed form to your instructor or to

the Counseling and Educational Psychology Department Chair. These agreements

are in place for all courses in this department and by remaining registered in this

course and participating in this class you are verifying that you will honor these

agreements. Copies of these agreements are located in the student handbook at

http://www.education.eku.edu/CEP/student_handbook/Agreement_Contract.pdf for

your review.

Reading – This class meets on a bimonthly basis – roughly every two weeks. Our

readings will be divided to reflect this schedule. There are two required texts. You will be

required to complete one set of assigned readings before our regularly scheduled class.

You should come to class prepared to discuss and to ask questions about the readings.

There will be a second set of required readings that you are to complete and discuss in

your small groups prior to our next scheduled class meeting. Summaries of these small

group discussions will be shared with the class. Additional readings from scholarly books

and scholarly journals will be required for the completion of some of the written projects

and/or presentations.

http://www.academicintegrity.eku.edu/

https://owa.eku.edu/owa/redir.aspx?C=553e434f68eb4d56b67088936b86f5c7&URL=https%3a%2f%2fowa.eku.edu%2fowa%2fredir.aspx%3fC%3dfa657c13e40f4557965779be63a3041b%26URL%3dhttp%253a%252f%252fwww.education.eku.edu%252fCEP%252fstudent_handbook%252fAgreement_Contract.pdf

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Participation – Participation is worth 20 points or 20 % of your grade. Participation

includes sharing in class discussions of the readings and related conversations;

participating in in-class role plays that will demonstrate various approaches to individual

and group supervision; and participating in your small group discussions and preparations

of small group assignments. Regarding the supervision role plays, at times we will use

pre-determined scenarios and at other times, we will utilize some examples from

students’ actual experiences. Confidentiality and respect will be required from each

student. Please see my Supervisor Disclosure and Limits of Confidentiality Statement at

the end of this syllabus for more information.

Group Presentations on Assigned Topics – This assignment is worth 15 points or 15 %

of your grade for the course. Early in the semester, each student will be assigned as a

member to a small work group. These groups will be responsible for contacting one

another between regularly scheduled class sessions to discuss readings and to prepare

group presentations. The first presentation topic will be chosen by group members from

the following list:

Diversity and Social Justice Issues in Supervision

Self-Care and Vicarious Traumatization of Supervisees

Issues in the Supervision of Mental Health Counselors

Issues in the Supervision of School Counselors

On the assigned date, the group will present a one-hour professional quality presentation

of their chosen topic. Groups are to use all the relevant readings in our two assigned texts

as well as three (3) additional scholarly peer-reviewed journal articles which may be

chosen from a list of articles that appears later in the syllabus. Groups may choose to use

a Power Point format or prepare a handout. All members of the group will receive the

same grade for this assignment. A grading rubric is included later in the syllabus.

Group Presentations on Ethical Issues in Supervision – This assignment is worth 15

points or 15 % of your grade for the course. Group members should read all assigned

readings in our two texts related to ethical issues in supervision. Group members will

choose a specific topic related to ethical practice. Additionally, all group members should

review the following and discuss the information from these websites:

ACES Best Practices in Clinical Supervision at:

http://www.acesonline.net/wp-content/uploads/2011/10/ACES-Best-Practices-in-clinical-

supervision-document-FINAL.pdf

Ethical Standards for Supervision (Part of the 2005 ACA Code of Ethics) at:

http://www.acesonline.net/members/supervision/

Once the basic readings from the text and the review of the two websites have been

completed, group members should collaborate and create/design/describe a particular

question or scenario related to the ethical practice of supervision that they would like to

explore. In addition to the texts and the websites, groups should also use two (2)

http://www.acesonline.net/wp-content/uploads/2011/10/ACES-Best-Practices-in-clinical-supervision-document-FINAL.pdf

http://www.acesonline.net/wp-content/uploads/2011/10/ACES-Best-Practices-in-clinical-supervision-document-FINAL.pdf

http://www.acesonline.net/members/supervision/

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scholarly peer-reviewed journal articles to help with the exploration of the chosen ethical

consideration. On the assigned date, groups will present their ethical issues and their

responses to these issues to the class. All members of the group will receive the same

grade for this assignment. A grading rubric is included later in the syllabus.

Short Paper on Roles and Functions of a Supervisor – This assignment is worth 20

points or 20% of your grade for this course. In order to complete this paper, each student

will read all the related information in our texts regarding the roles and functions of a

clinical supervisor. Students will then find a practicing clinical supervisor who works in a

setting relevant to the Planned Program of Study (i.e., school or mental health). Make

respectful contact with the supervisor and ask him or her to allow you to interview them.

The interview should last about one hour. Prior to the interview, you will need to develop

an interview protocol (or list of questions) that is based on our readings and on the items

outlined in the grading rubric for this assignment. You may choose to audio-record your

interview or take careful notes. Once the interview is completed, you should prepare a 6-

7 page paper that provides a detailed report of your interview. Use appropriate APA style

citations from our readings to illustrate points you wish to clarify in your interview.

Papers should be typed, double-spaced, and use Times New Roman 12 point font. A

grading rubric is included later in the syllabus.

Supervisor Disclosure and Limits of Confidentiality Statement – This assignment is

worth 5 points or 5% of your grade for this course. Based on our course readings, the

information related to ethics and standards of practice related to supervision from the two

websites, my example of a supervisor disclosure statement, and any other examples of

such a statement you may locate, you are to design your personal supervisor disclosure

statement which should include information about limits of confidentiality. As you are

still in your training program, you may not represent yourself as a licensed or certified

practitioner, but use language such as “anticipated degree” and “future credential.” The

purpose of this assignment is for you to prepare a usable document that can easily be

edited once you are eligible to practice. A grading rubric for this assignment appears later

in the syllabus.

Final Paper on Preferred Model of Supervision Practice - This is a culminating

assignment for this class and should reflect all that you have learned over the course of

the semester. It is worth 25 points or 25% of your grade for this course. Prepare a 12-14

page paper (double spaced, typed, Times New Roman 12 point font) that describes how

you will practice supervision in the future. The paper should be specific to your future

work setting (i.e., either school or mental health). Your paper should include APA style

citations from all of our assigned readings as well as five (5) additional scholarly peer-

reviewed articles. Your paper should separate sections that a) address the roles and

function of your anticipated position as a clinical supervisor specific to your work setting;

b) describe how you will view counselor development and utilize this information in your

supervision; c) outline your preferred method of supervision practice (i.e., your model of

supervision; d) address how you attend to issues related to cultural diversity; e) review

ethical guidelines relevant to your anticipated practice; f) discuss how you will keep your

training current via ongoing learning in the area of supervision; and g) include your

disclosure statement. A grading rubric for this assignment appears later in the syllabus.

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Supplemental Articles to Support Presentations and Papers

The following list of current scholarly publications should be used to help you select

articles for your group’s assignments and papers that require the use of resources in

addition to our text. Please note: all students are not required to read all of the following

articles. This is merely a selection of literature from which you will choose articles for

your projects. These articles are available electronically through the EKU Library either

via journals to which our library subscribes of through interlibrary loan. A few of the

articles exceed the normally expected 10 year historical limit; however, most of them are

considered seminal works in that respected area of supervision. This list is by no means

exhaustive. Articles have been grouped by topic but the groupings do not appear in any

ranked order. You may also choose to use other scholarly peer-reviewed journal articles

relevant to your projects that do not appear on this list.

Supervisee and Supervisor Development

Baker, S., Exum, H., & Tyler, R. (2002). The developmental process of clinical

supervisors in training: An investigation of the supervisor complexity model.

Counselor Education and Supervision, 42, 15-30.

Howard, E. Inman, A., & Altman, A. (2006). Critical incidents among novice counselor

trainees. Counselor Education and Supervision, 46, 88-102.

Leach, M., Stoltenberg, C., McNeill, B., & Eichenfield, G. (1997). Self-efficacy and

counselor development: Testing the Integrated Developmental Model. Counselor

Education and Supervision, 37, 115-124.

McMahon, M., & Simons, R. (2004). Supervision training for professional counselors:

An exploratory study. Counselor Education and Supervision, 43, 301-309.

Sommer, C. A., Ward, J. E., & Scofield, T. (2010). Metaphoric stories in supervision of

internship: A qualitative analysis. Journal of Counseling and Development, 88,

500-507.

Supervisor Characteristics

Fernando, D., & Hulse-Killacky, D. (2005). The relationship of supervisory styles to

satisfaction with supervision and the perceived self-efficacy of master’s-level

counseling students. Counselor Education and Supervision, 44, 293-304.

Ladany, N., Walker, J., & Melincoff, D. (2001). Supervisory style: Its relation to the

supervisory working alliance and supervisor self-disclosure. Counselor Education

and Supervision, 40, 263-275.

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Worthen, V., & McNeill, B. (1996). A phenomenological investigation of

“good” supervision events. Journal of Counseling Psychology, 43, 25-

34.

Diversity and Social Justice Issues in Supervision

Glasoff, H., & Durham, J. (2010). Using supervision to prepare social justice counseling

advocates. Counselor Education and Supervision, 50, 116-129.

Hays, D., & Chang, C. (2003). White privilege, oppression, and racial identity

development: Implications for supervision. Counselor Education and Supervision,

43, 134-145.

Sommer, C. A., Derrick, E., Bourgeois, M., Ingene, D., Yang, J., & Justice, C. (2009).

Multicultural connections: Using stories to transcend cultural boundaries in

supervision. Journal of Multicultural Counseling and Development, 37, 206-218.

Description of Specific Models of Supervision

Anderson, H., & Swim, S. (1995). Supervision as collaborative conversation:

Connecting the voices of supervisor and supervisee. Journal of Systemic

Therapy, 14, 1-13.

Edwards, J., & Chen, M. (1999). Strength-based supervision: Frameworks,

current practice, and future directions. The Family Journal:

Counseling and Therapy for Couples and Families, 7, 349-357.

Juhnke, G. (1996). Solution-focused supervision: Promoting supervisee

skills and confidence through successful solutions. Counselor


Kindsvatter, A., Granello, D., & Duba, J. (2008). Cognitive techniques as a means for

facilitating supervisee development. Counselor Education and Supervision, 47,

179-192.

Merl, H. (1995). Reflecting supervision. Journal of Systemic Therapies, 14,

47-55.

Presbury, J., Echterling, L., & McKee, J. (1999). Supervision for inner vision: Solution-

focused strategies. Counselor Education and Supervision, 39, 146-155.

Sommer, C. A., & Cox, J. (2003). Using Greek mythology as a metaphor to enhance

supervision. Counselor Education and Supervision, 42, 326-335.

Speedy, J. (2000). Consulting with gargoyles: Applying narrative ideas and

practices in counselling supervision. The European Journal of

Psychotherapy, Counselling & Health, 3, 419-431.

12

Supervision Strategies and Perspectives

Griffith, B., & Frieden, G., (2000). Facilitating reflective thinking in counselor education.


Huhra, R., Yamokoski-Maynhart, C., & Prieto, L. (2008). Reviewing videotape in

supervision: A developmental approach. Journal of Counseling & Development,

86, 412-418.

Stinchfield, T., Hill, N., & Kleist, D. (2007). The reflective model of triadic supervision:

Defining an emerging modality. Counselor Education and Supervision, 46, 172-

183.

Ethical and Legal Issues in Supervision

Kerl, S., Garcia, J., McCollough, S., & Maxwell, M. (2002). Systematic evaluation of

professional performance: Legally supported procedure and process. Counselor


McGlothlin, J., Rainey, S., & Kindsvatter, A. (2005). Suicidal clients and supervisees: A

model for considering supervisor roles. Counselor Education and Supervision, 45,

135-146.

Muratori, M. (2001). Examining supervisor impairment from the counselor trainee’s

perspective. Counselor Education and Supervision, 41, 41-56.

Tromski-Klingshirn, D., & Davis, T. (2007). Supervisees’ perceptions of their clinical

supervision: A study of the dual role of clinical and administration supervision.


Issues in Supervision of School Counselors

Dollarhide, C., Miller, G. (2006). Supervision for preparation and practice of school

counselors: Pathways to excellence. Counselor Education and Supervision, 45,

242-252.

Luke, M., & Bernard, J. (2006). The school counseling supervision model: An extension

of the discrimination model. Counselor Education and Supervision, 45, 282-295.

Luke, M., Ellis, M., & Bernard, J. (2011). School counselor supervisors’ perceptions of

the Discrimination Model of Supervision. Counselor Education and Supervision,

50, 328-343.

Wood, C., & Rayle A. D. (2006). A model of school counseling supervision: The goals,

functions, roles, and systems model. Counselor Education and Supervision, 45,

253-266.

Vicarious Traumatiazation in Supervision

13

Sommer, C. A. (2008). Vicarious traumatization, trauma-sensitive supervision, and

counselor preparation. Counselor Education and Supervision, 48, 61-71.

Sommer, C. A., & Cox, J. A. (2005). Elements of supervision in sexual violence

counselors’ narratives: A qualitative study. Counselor Education and Supervision,

45, 119-134.

COURSE OUTLINE

Week 1 – Introductions

The focus of this class meeting will be to introduce students to one another and to the

course, the syllabus, and the assignments. An initial introduction of some terms and

fundamentals of clinical supervision of counseling will be addressed.

Students will be assigned to small work groups for the purpose of preparing and

completing group assignment and for the additional purpose of discussing reading

assignments between class meetings.

Students will review and sign the professors Self-Disclosure and Limits of

Confidentiality Statement.

Students will begin to investigate options for locating a clinical supervisor in your

program of study (school or mental health counseling) that you can interview for an

upcoming assignment. Start this search now as it will take some time to locate someone

with the appropriate experience who has the time to meet with you for an interview.

Week 2 – Clinical Supervision Basics: Definitions, Models, and Theories

Reading Assignment: Cohen Chapter 1 and Borders and Brown Chapter 1

With these introductory chapters, students should begin to formulate a basic working

definition of supervision. As you read about the models and various theories of clinical

supervision, highlight those that you fund particularly interesting. This will help you in

the completion of your final paper for this class.

Small groups will choose topics for group presentations tonight. These groups will need

to work together outside of class to prepare these presentations. Each small group will

offer two presentations. All groups will offer a presentation on ethical issues in clinical

supervision. Additionally, small groups will choose from among the following topics:

Diversity Issues in Clinical Supervision – Group Members:

Self-Care Issues for Supervisees – Group Members:

14

Special Issues for the Supervision of Mental Health Counselors – Group

Members:

Special Issues for the Supervision of School Counselors – Group Members:

Interview with a clinical supervisor and the accompanying paper are due next class.

Week 3 – Principles and Practices of Clinical Supervision Relevant to Initial

Sessions; Counselor Development

Reading Assignment: Cohen Chapter 2 and Chapter 3 and Borders and Brown Chapter 2

Assignments Due: Short Paper on Roles and Functions of a Supervisor Based on an

Interview with a Practicing Supervisor

Week 4 – Supervision Formats: Individual and Group Supervision

Reading Assignment: Cohen Chapter 3; Borders and Brown Chapter 4; and Power Point

on Reflecting Team Supervision posted on BB

Assignment Due: Professional Self-Disclosure and Limits of Confidentiality Form

Week 5 – Ethical and Legal Issues in Clinical Supervision


Assignments Due: Each small group will offer their group presentation based on an

ethical issue devised by the group.

Week 6 – Diversity/Cultural Considerations in Clinical Supervision and other

Supervisee Characteristics


Assignment Due: Group presenting on Diversity Issues will present this class.

Week 7 – Assessment and Evaluation


Assignments Due: Final Paper

15

Week 8 – Supervisee Empowerment, Self-care, and Vicarious Traumatization

Reading Assignment: Cohen Chapter 6 and Sommer and Cox (2005) article posted on BB

Assignments Due: Groups presenting on Supervision Issues in School Counseling;

Supervision Issues in Mental Health Counseling; and Self-Care for Supervisees will

present this class.

16

Rubric for Group Presentations on Assigned Topics – This assignment is worth 15

points or 15 % of your grade for the course. All group members receive the same grade.

Group Members:

Topic:

___Diversity and Social Justice Issues in Supervision

___Self-Care and Vicarious Traumatization of Supervisees

___Issues in the Supervision of Mental Health Counselors

___Issues in the Supervision of School Counselors

1-5 Points available for the following. Higher points will be available for meeting all of

the required elements in a professional manner. Presentation shows evidence of group’s

effort to prepare. Group works in a cohesive and collaborative fashion. All group

members play a role in the presentation. Group offers either a top quality professional

power point or handout to accompany presentation including an APA style reference list.

Group members conduct themselves in a professional manner. Points awarded _______

Comments:

1-5 Points available for utilization of relevant citations from the two texts and other

assigned readings to support the presentation. Higher points will be awarded for a greater

number of references to or citations (using APA style) from the texts. Group members

use texts in a relevant manner that demonstrates an understanding of the text content to

support the presentation. Points awarded________

Comments:

1-5 Points available for the utilization of information from three contemporary scholarly

peer reviewed journal articles. Group members make good use of information from three

articles including APA style citations and references. Group members each present

information from the articles in a way that indicates their understanding of the material

and that helps class members to also understand the material. Points awarded________

Comments:

Final Grade: _________

17

Rubric for Group Presentations on Ethical Issues in Supervision – This assignment is

worth 15 points or 15 % of your grade for the course. All group members receive the

same grade.

Group Members:

Topic:

1-5 Points available for the following. Higher points will be available for meeting all of

the required elements in a professional manner. Presentation shows evidence of group’s

effort to prepare. Group works in a cohesive and collaborative fashion. All group

members play a role in the presentation. Group has crafted a timely and relevant

supervision scenario that requires ethical investigation. Group offers meaningful

discussion of the topic and includes either a top quality professional power point or

handout to accompany presentation including an APA style reference list. Group

members conduct themselves in a professional manner. Points awarded _______

Comments:

1-5 Points available for utilization of relevant citations from the two texts and the two

assigned websites related to ethics in supervision: Higher points will be awarded for a

greater number of references to or citations (using APA style) from the texts and the

relevant Code of Ethics and Standards of Practice:. Group members use texts and

supporting documents in a relevant manner that demonstrates an understanding of the text

content to support the presentation. The information in the text and codes is used in a

meaningful manner to discuss/resolve the ethical issue in supervision.

Points awarded________

Comments:

1-5 Points available for the utilization of information from two contemporary scholarly

peer reviewed journal articles. Group members make good use of information from two

articles including APA style citations and references. Group members each present

information from the articles in a way that indicates their understanding of the material

and that helps class members to also understand the material. Articles chosen are relevant

to the ethical question posed and are used to help shed light on the ethical issue in

supervision. Points awarded________

Comments:

Final Grade: _________

18

Rubric for Short Paper on Roles and Functions of a Supervisor – This assignment is

worth 20 points or 20% of your grade for this course.

Student:

1-5 Points are available for the overall quality of the paper including grammar,

punctuation, APA style, and timely. Paper is well organized and integrates findings from

the interview with a clinical supervisor and information from our texts in a meaningful

manner. Points awarded: ________

Comments:

1-5 Points are available for evidence of a meaningful interview with a clinical supervisor

in the student’s planned area of practice. Evidence of interview questions and interview

answers are woven into the paper. Questions address roles and function of the supervisor

and supervisor training.

Points awarded: ________

Comments:

1-5 Points are available for good use of relevant material from our two texts that help to

demonstrate the student’s knowledge of the roles and functions of a clinical supervisor.

Student uses APA style citations from our text to support the information learned during

the interview. Higher points will be awarded for more references to our texts.

Points awarded: ________

Comments:

1-5 Points are available for a meaningful discussion of the specific issues that impact

your interviewee’s work based on setting. Meaningful discussion of specific workplace

issues is included. Student demonstrates knowledge of issues in supervision relevant to

either a school or a mental health setting. Points awarded: _________

Comments:

Final Grade: _______

19

Rubric for Supervisor Disclosure and Limits of Confidentiality Statement – This

assignment is worth 5 points or 5% of your grade for this course. As you are still in your

training program, you may not represent yourself as a licensed or certified practitioner,

but use language such as “anticipated degree” and “future credential.” The purpose of this

assignment is for you to prepare a usable document that can easily be edited once you are

eligible to practice.

Student:

1 point: Form is concise, accurate, and free from all grammar and spelling errors. Form is

easy to read and looks professional. It is evident that student has referred to our texts and

to the assigned websites in order to complete his or her form.

1 point: Form explains supervisor’s level (or anticipated level) of education and relevant

licensure/credentialing.

1 point: Form explains supervisor’s approach to supervision including preferred model of

supervision and theoretical orientation.

1 point: Form includes accurate and complete information regarding the limits of

confidentiality in supervision.

1 point: Form includes relevant information such as contact information, what to do in

the case of an emergency, and fee for services rendered.

Comments:

Final Grade:

20

Rubric for Final Paper on Preferred Model of Supervision Practice - This is a

culminating assignment for this class and should reflect all that you have learned over the

course of the semester. It is worth 25 points or 25% of your grade for this course.

Student:

1-6 points are available for a paper that follows the correct format (12-14 pages in length,

double spaced, typed, Times New Roman 12 point font). Paper is well organized and

flows in a logical fashion. Paper includes subheadings to help the reader navigate the

writer’s ideas. Paper is free from grammar and spelling errors. Paper includes APA style

citations and reference list. Points awarded: _______

1-6 points are available for good utilization of information from the two assigned texts,

other assigned readings, and assigned website reviews. Student uses relevant information

from these sources to support his or her position for all sections of the paper. More points

are awarded for citations to appropriate information from texts. Paper does not include

excessive use of long block quotes but rather integrates brief citations from the text with

the student’s own thoughts. Points awarded: _________

1-6 points are available for good utilization of five contemporary scholarly peer-reviewed

journal articles. Student uses information from these articles in a manner that indicates he

or she has read and thought about the articles and understands their implications for the

practice of clinical supervision. Student has chosen relevant articles that reflect his or her

position on clinical supervision. Points awarded: _________

1 point for a meaningful discussion, supported by citations, of counselor development

1 point for a meaningful discussion, supported by citations, of a preferred model of

supervision practice

1 point for a meaningful discussion, supported by citations, of how writer will address

issues related to diversity in the practice of clinical supervision

1 point for a meaningful discussion, supported by citations, on the use of individual and

group supervision

1 point for a meaningful discussion, supported by citations, on the issues related to

probable future work setting (school or mental health)

1 point for a meaningful discussion, supported by citations, of ethical issues that might

arise in likely work setting (school or mental health)

1 point for a discussion of how student will address the importance of continuing

education in supervision and how student will meet this need

Final Grade: _________ (See additional comments in paper)

21

Professional Supervisor Disclosure Statement

Carol A. Sommer, Ph.D., LPCC, NCC, ACS

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Limits of Confidentiality: As your faculty supervisor, I will be evaluating your work in

conjunction with your site supervisor. Your work will be discussed in our practicum or internship

class. I will also consult with your site supervisor and other Counseling and Educational

Psychology (CEP) Faculty as needed. Counseling can be stressful work. If during my supervision

with you, I feel that you may be a potential danger to yourself or others, I may need to take action

such as bringing my concerns before the CEP Faculty or notifying emergency help. I will also

need to take appropriate action if I believe you have violated any ethical standards related to our

profession. According to ethical codes applicable to counselors and supervisors, I will not be able

to endorse you for future employment if I have questions about your professional performance

and/or personal disposition.

My Role as Faculty Supervisor: I will provide an average of 1 ½ hours of weekly group

supervision (per CACREP standards) and will meet with you individually as needed. I will

determine your grade for this course based on your performance and in consultation with your

site supervisor. Your site supervisor will be considered your primary supervisor and ultimately

any decisions about what you will do with clients should be reviewed with the site supervisor.

Your site supervisor is also the first person to be contacted should an emergency arise with any of

your clients. I will be responsible for serving as a liaison with your site. I look forward to working

with you over the course of the semester. If you have concerns about your site experience or your

practicum/internship class, please contact me immediately. I can be reached in my office during

regularly scheduled office hours and, sometimes, by special appointment. The best way to reach

me is via email at [email protected]; however, please be aware that email is not a

confidential form of communication.


For Registrar Office Use Only: Date: Initial: Office of the Registrar Copy Sent to: Graduate Council ________ _________ Version 1.3 10/21/09

Council on Academic Affairs Curriculum Change Form

COURSE CHANGE

Department Name Educational Leadership and Policy Studies College College of Education Proposal Approved by: Date Date Departmental Committee: ____11/25/2013______ Graduate Council* ______________ College Curriculum Committee: ___February 5,2013___ Council on Academic Affairs ______________ General Education Committee*: ___________________ Approved ___ Disapproved ___ Teacher Education Committee* ___ February 26, 2013 *If Applicable (Type NA if not applicable.) Completion of A and B is required:

A. Effective Academic Year:

B. The justification for this action: We would like to move these courses to the EAD prefix for the Human Services: Student Personnel Services in Higher Education master’s degree program

List all courses to be dropped Prefix Number Title Comments: COU 844 Student Personnel Services in Higher Educ. (Moving to EAD prefix) COU 845 Internship in Student Personnel Services (Moving to EAD prefix) COU 860 Student Dev. Theory in Higher Education (Moving to EAD prefix) COU 861 Overview and Legal Issues in Higher Educ. (Moving to EAD prefix) COU 862 Policy and Finance in Higher Education (Moving to EAD prefix)


(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership and Policy Studies New Course (Parts II, IV) College College of Education x Course Revision (Parts II, IV) *Course Prefix & Number EAD 844 Hybrid Course (“S,” “W”) *Course Title Student Personnel Services in Higher Education New Minor (Part III) *Program Title Master of Arts in Student Personnel Services

in Higher Education

Program Suspension (Part III) ____ Program Revision (Part III) *Provide only the information

relevant to the proposal. If Certificate, indicate Long-Term (University) or Short-Term (Departmental)

Proposal Approved by: Date Date Departmental Committee January 25, 2013 Council on Academic Affairs College Curriculum Committee February 5, 2013 Faculty Senate** General Education Committee* Board of Regents** Teacher Education Committee* February 26,2013 EFFECTIVE ACADEMIC TERM*** Graduate Council* ______________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Course prefix changed from COU to EAD. Also removed the prerequisite: COU 813. Action consistent with CAA decision 10/20/11

A. 2. Proposed Effective Academic Term: (Example: Fall 2012) Fall 2013


B. The justification for this action: Course prefix changed pursuant to action of CAA 10/20/11 that relocated the program from one department to another – Counseling to Educational Leadership and Policy Studies.


Personnel Impact: No additional

Operating Expenses Impact: No additional

Equipment/Physical Facility Needs: No additional

Library Resources: No additional

Part II. Recording Data for New, Revised, or Dropped Course (For a new required course, complete a separate request for the appropriate program revisions.)



New or Revised* Catalog Text (*Use strikethrough for deletions and underlines for additions. Also include Crs. Prefix, No., and description, limited to 35 words.)

COU 844 EAD 844 Student Personnel Services in Higher Education. (3) 1. Prerequisite/Corequisite: COU 813. Study of student personnel services; emphasis upon relationship of these services to the total college program, research, and organization. Credit will not be awarded for both EAD 844 and COU 844.

Part III. Recording Data for Revised or Suspended Program

1. For a revised program, provide the current program requirements using strikethrough for deletions and underlines for additions.

2. For a suspended program, provide the current program requirements as shown in catalog. List any options and/or minors affected by the program’s suspension.


Part IV. Recording Data for New or Revised Course (Record only new or changed course information.) Course prefix

(3 letters) Course Number

(3 Digits) Effective Academic Term

(Example: Fall 2012) College/Division: Dept. (4 letters)*

EAD 844 AS HS BT JS ED X UP


3 Lecture x Laboratory Other Cip Code (first two digits only)




1, T, W, B 3 N FR JR SO SR Grading Information: Course is

eligible for IP (in-progress grading) for: Check all applicable

Thesis Internship Independent Study Practicum

CoRequisites and Prerequisites **See definitions on following page** Co-Requisite(s): (List only co-requisites. See below for prerequisites and combinations.) Course Prefix and No. Course Prefix and No. Prerequisite(s): (List prerequisites only. List combinations below. Use “and” and “or” literally.) (Specific minimum grade

requirements should be placed in ( ) following courses. Default grade is D -.) Course Prefix and No. Course Prefix and No. Test Scores Minimum GPA (when a course grouping or student cumulative GPA is required)

Co-requisite(s) and/or Prerequisite(s) Combination (Use “and” and “or” literally.) (Specific minimum grade requirements should be placed in ( ) following courses. Default grade is D-.)

Course Prefix and No. Test Scores Minimum GPA (when a course grouping or

student cumulative GPA is required)

Equivalent Course(s): (credit will not be awarded for both…; or formerly…) Course Prefix and No. Formerly COU 844 Course Prefix and No. Course Prefix and No.

Proposed General Education Element: Please mark (X) in the appropriate Element or Elements ( e.g. – 4B(3) X ). Element 1 (9) Element 2 (3) Element 3 (6) Element 4 (6) Element 5 (6) Element 6 (6) 1A (3) 2 (3) 3A (3) 4A (3) 5A (3) 6 (6) 1B (3) 3B (3) 4B (3) 5B (3) 1C (3) or 3A/B

Integrated A&H(6) or 4A/B Integrated Sciences(6)

NOTE: Do not forward validation tables with curriculum form.

(*Use Validation Tables.)


(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership and Policy Studies New Course (Parts II, IV) College College of Education x Course Revision (Parts II, IV) *Course Prefix & Number EAD 845 Hybrid Course (“S,” “W”) *Course Title Internship in Student Personnel Services in Higher

Education New Minor (Part III) *Program Title Master of Arts in Student Personnel Services

in Higher Education



Proposal Approved by: Date Date Departmental Committee January 25, 2013 Council on Academic Affairs College Curriculum Committee February 5, 2013 Faculty Senate** General Education Committee* Board of Regents** Teacher Education Committee* February 26, 2013 EFFECTIVE ACADEMIC TERM*** Graduate Council* ______________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Changed prefix from COU to EAD. Also, removed course prerequisite EPC 844.



B. The justification for this action:


Personnel Impact: No additional

Operating Expenses Impact: No additional

Equipment/Physical Facility Needs: No additional

Library Resources: No additional





COU 845 EAD 845 Internship in Student Personnel Services. (3) II. Prerequisite EPC 844. Supervised experience for student personal trainees. Opportunity provided to share responsibilities for all phases of student personnel services. May be retaken to a maximum of six hours. Credit will not be awarded for both EAD 845 and COU 845.









EAD 845 Fall 2013 AS HS ELPS BT JS ED x UP


Lecture x Laboratory Other Cip Code (first two digits only)




1 3 N FR JR SO SR Grading Information: Course is








Equivalent Course(s): (credit will not be awarded for both…; or formerly…) Course Prefix and No. Course Prefix and No. Course Prefix and No.





http://www.forms.eku.edu/docs/Editorial_Change_Curriculum_Form.doc-01/02

Editorial Change - Curriculum Form (Present only one curriculum editorial change per form)

(Complete only the section(s) applicable.) Part I Department Name Educational Leadership and Policy Studies College College of Education *Course Prefix & Number EAD 860 *Course Title (30 characters) Student Development Theory in Higher Education *Program Title Master of Arts in Student Personnel Services

in Higher Education

(Major X , Option ; Minor ; or Certificate )


Original Proposal Approved by the Council on Academic Affairs on Date:

Completion of A is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: To increase the number of credit hours for ABC 100 from 1 to 2.)

Course prefix needs to be changed from COU 860 to EAD 860. This course now belongs to the Dept. of Educational Leadership and Policy Studies, moved from the Counseling program. A. 2. Effective date: (Example: Fall 2001) Fall 2013

Part II. Recording Data for Revised Course 1. For a revised course, provide (a) the current catalog text and (b) the proposed text, reflecting the exact changes being proposed.

New or Revised* Catalog Text COU EAD 860 Student Development Theory in Higher Education. (3) I, II. This is a theoretical/development course in the introduction to the student affairs profession. Credit will not be awarded for both EAD 860 and COU 860.

Part III. Recording Data for Revised Program 1. For a revised program, provide (a) the current program requirements and (b) the revised program, reflecting the exact changes being proposed.

New or Revised* Program (*Use strikeout for deletions and underlines for additions.)

curr:editorial.change.curriculum.form.doc-01-02

Part IV. Recording Data for a Revised Course (Record only changed course information.) *Required Course prefix*

(3 letters) Course Number*

(3 Digits) Effective Term*


AS JS EAD 860 Fall 2013 BT EM ELPS ED X PC HS

Credit Hrs. Weekly Contact Hrs. Repeatable Maximum No. of Hrs. 3 Lecture Laboratory Other Cip Code (first two digits only) Schedule Type** (List all applicable) Work Load

(for each schedule type) Grading Mode** Class Restriction, if any:

(undergraduate only) Major Restrictions,

if any: 1, T, W, B 3 N FR FR SO SO JR JR SR SR Grading Information: Course

is eligible for IP (in-progress grading) for: Check all applicable

FOR BANNER USE ONLY Thesis Date of data entry Internship Independent Study Data entry person Practicum

Co-Requisites and Prerequisites Co-Requisite(s): (List only co-requisites. See below for prerequisites and combinations.) Course Prefix and No. Course Prefix and No. Prerequisite(s): (List prerequisites only. List combinations below. Use “and” and “or” literally.) (Specific minimum grade requirements should be placed in ( ) following courses. Default grade is D -.) Course Prefix and No. Course Prefix and No. Test Scores Minimum GPA (when a course grouping or student cumulative GPA is required) Co-Requisite(s) and/or Prerequisite(s) Combination (Use “and” and “or” literally.) (Specific minimum grade requirements should be placed in ( ) following courses. Default grade is D-.) Course Prefix and No. Test Scores Minimum GPA (when a course grouping or student cumulative GPA is required) Equivalent Course(s): (credit not allowed with; or formerly:) Course Prefix and No. Formerly COU 860 Course Prefix and No. Course Prefix and No. Proposed General Education Block: Please mark (X) in the appropriate Block or Blocks ( e.g. – IVB(3) X ).

Block I (9) Block II (3) Block III (6) Block IV (6) Block V (9) Block VI (3) Block VII (6) Block VIII (6) IA (3) II (3) IIIA (3) IVA (3) VA (3) VI (3) VII (3) VIII (3) IB (3) IIIB (3) IVB (3) VB (3) VII (3) VIII (3) IC (3) VC (3)

NOTE: Do not forward validation tables with curriculum form. (**Use Validation Tables.)



(Complete only the section(s) applicable.) Part I Department Name Educational Leadership and Policy Studies College College of Education *Course Prefix & Number EAD 861 *Course Title (30 characters) Overview and Legal Issues in Higher Education *Program Title Master of Arts in Student Personnel Services

in Higher Education





Course prefix needs to be changed from COU 861 to EAD 861. This course now belongs to the Dept. of Educational Leadership and Policy Studies, moved from the Counseling program. A. 2. Effective date: (Example: Fall 2001)

Fall 2013 Part II. Recording Data for Revised Course 1. For a revised course, provide (a) the current catalog text and (b) the proposed text, reflecting the exact changes being proposed.

New or Revised* Catalog Text

COU EAD 861 Overview and Legal Issues in Higher Education. (3) I, II. Overview of the legal and ethical issues in the student affairs profession. Credit will not be awarded for both EAD 861 and COU 861.





(Complete only the section(s) applicable.) Part I Department Name Educational Leadership and Policy Studies College College of Education *Course Prefix & Number EAD 862 *Course Title (30 characters) Policy and Finance in Higher Education *Program Title

Master of Arts in Student Personnel Services in Higher Education





Course prefix needs to be changed from COU 862 to EAD 862. This course now belongs to the Dept. of Educational Leadership and Policy Studies, moved from the Counseling program. A. 2. Effective date: (Example: Fall 2001) Fall 2013

Part II. Recording Data for Revised Course 1. For a revised course, provide (a) the current catalog text and (b) the proposed text, reflecting the exact changes being proposed. COU EAD 862 Policy and Finance in Higher Education. (3) I, II. Analysis of governance, policy-making, and financial issues in the student affairs profession. Credit will not be awarded for both EAD 844 and COU 844.




(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership and Policy Studies x New Course (Parts II, IV) College College of Education Course Revision (Parts II, IV) *Course Prefix & Number EAD 863 Hybrid Course (“S,” “W”) *Course Title Working with College Students New Minor (Part III) *Program Title Master of Arts in Student Personnel Services in Program Suspension (Part III) Higher Education ____ Program Revision (Part III) *Provide only the information


Proposal Approved by: Date Date Departmental Committee January 25, 2013 Council on Academic Affairs College Curriculum Committee February 5, 2013 Faculty Senate** General Education Committee* Board of Regents** Teacher Education Committee* February 26, 2013 EFFECTIVE ACADEMIC TERM*** Graduate Council* *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)


Addition of this course as an elective for the program; approve the new course syllabus. A. 2. Proposed Effective Academic Term: (Example: Fall 2012) Fall 2013


B. The justification for this action: This course will become a free elective in the Student Personnel Services in Higher Education program.





Library Resources: None

V.3.1.12





EAD 863. Working with College Students. (3) A. This course will provide candidates with appropriate communication skills and methods to effectively facilitate the growth and development of college students in the context of college or university student personnel services.











3 Lecture X Laboratory Other 13 Cip Code (first two digits only)




1, T, W, B 3 N FR JR SO SR Grading Information: Course is













Eastern Kentucky University Department of Educational Leadership

Syllabus for EAD 863, CRN # ____________ Semester_____ Year_______

Professor: Office #: Contact Info: Email: Catalog course description: EAD 863. Working with College Students. (3) A. This course will provide candidates with appropriate communication skills and methods to effectively facilitate the growth and development of college students in the context of college or university student personnel services. Text(s): Kottler, J.A., (2000). Nuts and bolts of helping. Needham Heights, MA: Allyn and Bacon. In addition, selected readings will be made via links or documents posted on Blackboard. Student Learning Outcomes: Upon completion of this course, candidates must be able to:

1. Synthesize relevant theories of college student development that provides the foundation for individual and group interventions.

2. Demonstrate how interpersonal skills and dispositions (self-awareness and insight regarding how one’s past, values, ideals, morals, gender, culture, self-esteem, etc.) may affect how one sees and interacts with others.

3. Evaluate, implement and assess appropriate educational interventions for individuals, groups and organizations.

4. Transcribe and evaluate interviews and/or focus groups for analysis purposes. 5. Develop and apply an awareness of sociocultural, multiculturalism and lifestyle diversity in the helping

process. 6. Evaluate and assess individual, group and organization needs; selection of appropriate strategies, services or

interventions; and evaluation of outcomes. Evaluation Methods:

1. Annotated bibliography on Sociocultural and Multiculturalism (25 points) 2. Ethical Issues Vignettes/Case Studies (25 points) 3. Reading Reflections (60 points) 4. Student Affairs meetings (2) and Reflection (40 points) 5. Prepare, present and post a critical analysis paper about a special topic that affects a student’s ability to learn,

interact with others and/or function effectively on campus (100 points). Grading Scale: A=225-250, B= 200-224, C= 175-223, D= 150-174 F= <150 Student Progress: Student progress will be assessed and posted in Blackboard after each assignment. Attendance Policy: Attendance is essential for a mastery of course material. Attendance will be verified through a student sign-in sheet. Students will be responsible for signing in each class meeting. If an absence is unavoidable, the student must seek approval in advance. Alternative activities may be assigned for each absence at the instructor’s discretion. Missed assignments and exams can be made up at the discretion of the instructor. Last Date to Drop Course: See Colonel’s Compass: http://www.eku.edu/compass/

http://www.eku.edu/compass/

Disability Statement: If you are registered with the Office of Services for Individuals with Disabilities, please obtain your accommodation letter from the OSID and present them to the course instructor to discuss any academic accommodations that you will need. If you believe you need an accommodation and are not registered with the OSID, please contact the Office in the Student Services Building, Room 361 by email at [email protected] or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in an alternate form. Academic Integrity Statement: Students are advised that EKU’s Academic Integrity policy will be strictly enforced in this course. The Academic Integrity policy is available at www.academicintegrity.eku.edu . Questions regarding this policy may be directed to the Office of Academic Integrity. Official Email: All official EKU email is established for each registered student, each faculty member and each staff member. All University communications sent via email will be sent to this EKU address. Course Requirements:

1. Prepare, present and post annotated bibliographies on sociocultural/multiculturalism 2. Prepare, present and post a reflection of an ethical issue/vignette/case study 3. Prepare and present reading reflections of assigned readings 4. Attend and present reflections upon two college Student Affairs meetings, by appointment 5. Present a critical analysis paper or literature review about a topic that affects a student’s ability to learn, to

interact with others and/or to function effectively on campus. Course Outline: Week 1 Introduction, Syllabus, Course Outline and Projects Week 2 Learning Helping Skills Ch. 1 Theories of Helping Ch. 2 Week 3 Interviewing Skills Ch. 5 Week 4 Attending Behavior Practice skills in class Week 5 Processes & Stages of Change Ch. 3 & readings Week 6 The Importance of the Helping Relationship Ch. 4 Week 7 Handling Conflict Action Skills Ch. 6 & readings Week 8 Know Thyself Ch. 9 & readings Week 9 Spring Break-NO CLASS Week 10 Leading Groups Ch. 8 Brief Interventions Ch. 7 Week 11 Gender and Behavior Week 12 Ethical Issues Vignettes/Case Studies



Week 13 Introduction to Library Resources Topic TBA Week 14 Sociocultural Annotated Bibliography Multiculturalism Presentations Week 15 Student Presentations


(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership and Policy Studies New Course (Parts II, IV) College College of Education Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title New Minor (Part III) *Program Title Master of Arts in Student Personnel Services Program Suspension (Part III) in Higher Education ___X_

Program Revision (Part III) *Provide only the information relevant to the proposal.

If Certificate, indicate Long-Term (University) or Short-Term (Departmental)

Proposal Approved by: Date Date Departmental Committee 1/25/13 Council on Academic Affairs College Curriculum Committee February 5, 2013 Faculty Senate** General Education Committee* Board of Regents** Teacher Education Committee* February 26, 2013 EFFECTIVE ACADEMIC TERM*** Graduate Council* ______________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Editorial changes as specified below. This proposal will shorten the program name from Human Services: Student Personnel Services in Higher Education to Student Personnel Services in Higher Education. This proposal would adjust the program description and course prefixes to accommodate a change of control from one department (Counseling) to another (Educational Leadership and Policy Studies). The proposal would also remove the requirement of COU 813 and COU 840 which focus on mental health and school counseling requirements.



B. The justification for this action: To reflect revision in course prefixes, to conform to EKU Graduate School admission requirements, and to modify program requirements.


Personnel Impact: No change

Operating Expenses Impact: No change

Equipment/Physical Facility Needs: No change

Library Resources: No change









MASTER OF ARTS

Human Services: Student Personnel Services in Higher Education

CIP Code: 13.1102 0406 I. GENERAL INFORMATION The Human Services: Student Personnel Services in Higher Education degree prepares individuals to work in a variety of student affairs settings in institutions of higher education. II. ADMISSION REQUIREMENTS Candidates must meet the admissions requirements of the Graduate School. In addition, candidates must have earned an overall 3.0 undergraduate GPA or a 3.0 in the last 60 hours completed and a target Verbal score of 144 and a target Quantitative score of 144 on the GRE or a target score of 375 on the Miller Analogies Test (MAT If candidates do not have a 3.0 in GPA in their undergraduate degree or in their last 60 hours, then they may submit scores on the GRE/MAT which can be considered in granting admission. used in conjunction with the undergraduate GPA and other criteria in selecting candidates for admission. Applicants with cumulative undergraduate GPAs of 3.0 or higher, or 3.0 or higher in their last 60 hours of undergraduate work and/or an earned master’s degree are exempt from the GRE/MAT requirement. Major Requirements..........................................................36 hours Core.....................................................................................30 24 hours COU EAD 813, 840, 844, 845, 860, 861, 862; EPY 816, 839, 869. Electives................................................................................6 12 hours To be selected with advisor approval. Exit Requirement................................................................0 hours GRD877k or 878t


(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership and Policy Studies New Course (Parts II, IV) College College of Education Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title New Minor (Part III) *Program Title Master of Arts in Education Program Suspension (Part III) In Instructional Leadership ___X_



Proposal Approved by: Date Date Departmental Committee January 25, 2013 Council on Academic Affairs College Curriculum Committee

February 5, 2013 Faculty Senate**

General Education Committee* Board of Regents** Teacher Education Committee* February 26, 2013 EFFECTIVE ACADEMIC TERM*** Graduate Council* ______________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Editorial changes as specified below.

This proposal recommends certain editorial changes in admission requirements and exit requirements. We are making the admissions requirements more consistent with Graduate School policies. A. 2. Proposed Effective Academic Term: (Example: Fall 2012)

Fall 2013 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable)

B. The justification for this action: To conform to new graduate school admissions requirements and to clarify departmental decisions regarding the master’s degree in instructional leadership.




MASTER OF ARTS IN EDUCATION

in Instructional Leadership CIP Code: 13.0401

I. GENERAL INFORMATION The Teacher Leader for Instruction degree is designed to prepare teachers to be essential contributors to the shared leadership in the school. Teacher leadership is a ground level collaborative to strengthen teacher performance. This degree program provides two options. The first option, Teacher Leadership for Student Learning, will provide the proficiency knowledge base for teachers who may later choose to pursue a school principal master’s educational specialist degree. The second option, Safety and Facilities Management in Educational Settings, will provide teachers with an avenue for earning a School Safety Endorsement. Teacher Leader for Student Learning Endorsement - Candidates will be eligible to apply for the Teacher Leader Endorsement upon completion of this program. II. ADMISSION REQUIREMENTS Candidates must meet the admissions requirements of the Graduate School. In addition, candidates must have earned an overall 3.0 undergraduate GPA or a 3.0 in the last 60 hours completed and a target Verbal score of 144 and a target Quantitative score of 144 on the GRE or a target score of 375 on the Miller Analogies Test (MAT If candidates do not have a 3.0 in GPA in their undergraduate degree or in their last 60 hours, then they may submit scores on the GRE/MAT which can be considered in granting admission. used in conjunction with the undergraduate GPA and other criteria in selecting candidates for admission. Applicants with cumulative undergraduate GPAs of 3.0 or higher, or 3.0 or higher in their last 60 hours of undergraduate work and/or an earned master’s degree are exempt from the GRE/MAT requirement. III. PROGRAM REQUIREMENTS

Curriculum Requirements Teacher Leader Core ………….......…….....………….. 15 hours ETL800, 801, 802, 803, 804. Candidates will be eligible to apply for the Teacher Leader Endorsement upon completion of these 15 hours. Option 1: Teacher Leadership for Student Learning .....……..…..15 hours EAD811, 812…………...……………….. 6 hours EME 866, ESE 750, ESE 774 (choose one) ......................3 hours EME 873, EMG806, or ESE 774 (choose one) ………...3 hours SED775, 800, or 810 (choose one) ……………………..3 hours Option 2: Safety and Facilities Management in Educational Settings...............................................................................15 hours EAD840; SSE 870, 871, 873 …………… 12 hours SSE872 or COU 847 (choose one) ………………………3 hours Candidates will be eligible to apply for the School Safety Endorsement upon completion of these 15 hours. Exit Requirement................................................................0 hours GRD877i or 878q Total Program Hours …............………….....…………. 30 hours IV. EXIT REQUIREMENTS Program GPA: Candidates must earn overall GPA of 3.0 or higher, with no grade lower than a C. A field-based research project, which culminates in a technology-enhanced presentation, is required in the Capstone Seminar or in a designated course in each option, or as part of the comprehensive examination. A portfolio review may be required.

Additional Certification Options The Supervisor of Instruction program prepares instructional supervisors for district-wide leadership. Initial certification for supervisor of instruction requires completion of an approved master’s degree, the courses required for Level II Principal principal certification, and three years of teaching experience. Supervisor of Instruction .............................................12 hours EAD849, 859, EPY 816; SED775, 800, or 810. (Level II principal courses required.) The Director of Pupil Personnel Services program prepares directors and assistant directors of pupil personnel services for

school district-wide leadership. Initial certification for director of pupil personnel services requires completion of an approved master’s degree, the courses required for Level II Principal principal certification, and three years of teaching experience. Director of Pupil Personnel Services ..........................18 hours EAD808, 821, 849, 859, EPY 816; one course from SED775, 800, or 810. (Level II principal courses required.) The Superintendent of Schools program prepares highly qualified candidates for district-wide leadership. Initial certification for school superintendent requires completion of an approved master’s degree, the courses required for Level II Principal principal certification, three years of teaching, and two years of administrative experience. Superintendent of Schools ...........................................12 hours EAD839, 849, 859, 879. (Level II principal courses required.)

II.2.2 (additions)

MASTER OF ARTS IN EDUCATION in Instructional Leadership

CIP Code: 13.0401 I. GENERAL INFORMATION The Teacher Leader for Instruction degree is designed to prepare teachers to be essential contributors to the shared leadership in the school. Teacher leadership is a ground level collaborative to strengthen teacher performance. This degree program provides two options. The first option, Teacher Leadership for Student Learning, will provide the proficiency knowledge base for teachers who may later choose to pursue a school principal educational specialist degree. The second option, Safety and Facilities Management in Educational Settings, will provide teachers with an avenue for earning a School Safety Endorsement. Teacher Leader for Student Learning Endorsement - Candidates will be eligible to apply for the Teacher Leader Endorsement upon completion of this program. II. ADMISSION REQUIREMENTS Candidates must meet the admissions requirements of the Graduate School and have completed an initial teaching certification program. In addition, candidates must have earned an overall 3.0 undergraduate GPA or a 3.25 in the last 60 hours completed, and a target Verbal score of 144 on the GRE, and or a target score of 375 on the Miller Analogies Test (MAT). If a candidate does not have an overall 3.0 undergraduate GPA or a 3.25 in the last 60 hours completed, scores on the GRE or MAT will be used in conjunction with the undergraduate GPA and other criteria in selecting candidates for the program. Applicants with cumulative undergraduate GPAs of 3.0 or higher, or 3.25 or higher in their last 60 hours of undergraduate work are exempt from the GRE/MAT requirement. III. PROGRAM REQUIREMENTS

Curriculum Requirements Teacher Leader Core ………….......…….....………….. 15 hours ETL800, 801, 802, 803, 804. Candidates will be eligible to apply for the Teacher Leader Endorsement upon completion of these 15 hours. Option 1: Teacher Leadership for Student Learning .....……..…..15 hours EAD811, 812…………...……………….. ………………6 hours EME 866, ESE 750, ESE 774 (choose one)......................3 hours EME 873, EMG806, or ESE 774 (choose one) ………....3 hours SED775, 800, or 810 (choose one) ……………………..3 hours Option 2: Safety and Facilities Management in Educational Settings...............................................................................15 hours EAD840; SSE 870, 871, 873 …………… 12 hours SSE872 or COU 847 ………………………3 hours Candidates will be eligible to apply for the School Safety Endorsement upon completion of these 15 hours. Exit Requirement................................................................0 hours GRD877i or 878q Total Program Hours …............………….....…………. 30 hours IV. EXIT REQUIREMENTS Program GPA: Candidates must earn overall GPA of 3.0 or higher, with no grade lower than a C. A field-based research project, which culminates in a technology-enhanced presentation, is required in the Capstone Seminar or in a designated course in each option, or as part of the comprehensive examination. A portfolio review may be required.

Additional Certification Options The Supervisor of Instruction program prepares instructional supervisors for district-wide leadership. Initial certification for supervisor of instruction requires completion of an approved master’s degree, the courses required for Level II principal certification, and three years of teaching experience. Supervisor of Instruction .............................................12 hours EAD849, 859, EPY 816; and one course from SED775, 800, or 810. (Level II principal courses required.) The Director of Pupil Personnel Services program prepares directors and assistant directors of pupil personnel services for

school district-wide leadership. Initial certification for director of pupil personnel services requires completion of an approved master’s degree, the courses required for Level II principal certification, and three years of teaching experience. Director of Pupil Personnel Services ..........................18 hours EAD808, 821, 849, 859, EPY 816; and one course from SED775, 800, or 810. (Level II principal courses required.) The Superintendent of Schools program prepares highly qualified candidates for district-wide leadership. Initial certification for school superintendent requires completion of an approved master’s degree, the courses required for Level II principal certification, three years of teaching, and two years of administrative experience. Superintendent of Schools ...........................................12 hours EAD839, 849, 859, 879. (Level II principal courses required.)


(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership and Policy Studies New Course (Parts II, IV) College College of Education x Course Revision (Parts II, IV) *Course Prefix & Number EAD 857 Hybrid Course (“S,” “W”) *Course Title Principal Internship I New Minor (Part III) *Program Title Specialist in Education:

Education Administration and Supervision




A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Revise number of credit hours from (3) to (3 or 6).



B. The justification for this action: Credit hours amended to allow for Alternative Certification. This proposal would adjust credit hour requirements of the Principal Internship Course to assist students that need additional credit hours.






V.3.1.12




New or Revised* Catalog Text (*Use strikethrough for deletions and underlines for additions. Also include Crs. Prefix, No., and description, limited to 35 words.) EAD 857 Principal Internship I (3) (3 or 6) A. Prerequisite: Departmental approval and successful completion of the Kentucky Principal Test (KYPT) and School Leadership Licensure Assessment (SLLA). Successful completion of the tests -- Kentucky Principal Test (KYPT) and School Leadership Licensure Assessment (SLLA) -- and/or departmental approval. Candidates are principals, or have an approved plan, under the supervision of a mentor(s) to learn the principal role. In either case, candidates participate in seminars based on principal duties and responsibilities.










Credit Hrs. Weekly Contact Hrs. Repeatable Maximum No. of Hrs. 6

Lecture Laboratory Other Cip Code (first two digits only)




I 3 N FR JR SO SR Grading Information: Course is













EAD 857 Syllabus, Principal Internship I, 3 Credit Hours (may be taken two times in different semesters.) 1. Department of Educational Leadership & Policy Studies Prerequisite: Permission of the instructor and successful completion on the Kentucky Principal Test (KYPT) and School Leadership Licensure Assessment (SLLA) 2. Course Description: Candidates are principals or have an approved plan, under the supervision of a mentor, to learn the principal role. In either case, candidates participate in seminars based on principal duties and responsibilities. 3. Text/Readings: Various texts and articles as assigned. 4. Student Learning Outcomes: 1. Candidates will apply knowledge gained in the Level I preparation program to their job setting (or agreed upon activities). 2. Candidates will reflect upon their performance through the development of a portfolio. 3. Candidates will analyze the teaching and learning environment in their schools. 4. Candidates will create a plan to improve student learning. 5. Candidates and mentors will create and reflect on the candidates’ professional growth plan. 6. Candidates will evaluate their work. 7. Candidates will create an entry plan. 5. Evaluation Methods: 1. Principal effectiveness evaluation. 50% 2. Growth plan for present year. 15% 3. Seminar participation. 10% 4. Candidate’s entry plan 25% Grade Requirements Grades Percentage A 90 - 100% B 80 - 89% C 70 - 79% D 60 - 69% F Below 60% 6. Student Progress: Students will be assessed on a continuous basis and will be informed of their progress at least once prior to midterm either through the use of Blackboard or by written feedback on assignments. 7. Attendance Policy: Regular attendance is expected in each class of this course. Students are responsible for making-up any missed assignments when they must be absent. Instructor approval is necessary to make-up missed tests or to extend an assignment deadline. The instructor reserves the right to adjust the grade of or refuse to accept late assignments. 8. Last Date to Drop the Course: The last day to withdraw from full semester classes or the university can be found in the University academic calendar. http://colonelscompass.eku.edu/ 9. Disability Statement: If you are registered with the Office of Services for Individuals with Disabilities, please obtain your accommodation letters from the OSID and present them to the course instructor to discuss any academic accommodations you need. If you believe you need accommodation and are not registered with the OSID, please contact the Office in the Student Services Building Room 361 by email at [email protected] or by telephone at (859) 622-2933. Upon individual request, this syllabus can be made available in an alternative format. 10. Academic Integrity Statement: Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity.

http://colonelscompass.eku.edu/

11. Course Requirements: 1. The candidate will be observed and evaluated by mentors using the Kentucky Department of EducationPrincipal Effectiveness Rubric 2. The candidate will create and implement a Professional Growth Plan. 3. Candidates will participate in seminars held during the semester. 4. Candidates will develop an entry plan during the August Seminar. 12. Course Outline: I. Two (2) – day Seminar in August II. Monthly Seminars III. Site Visits 13. Official E-mail: An official EKU e-mail is established for each registered student, each faculty member, and each staff member. All university communications sent via e-mail will be sent to this EKU e-mail address.


(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership and Policy Studies New Course (Parts II, IV) College College of Education x Course Revision (Parts II, IV) *Course Prefix & Number EAD 858 Hybrid Course (“S,” “W”) *Course Title Principal internship II New Minor (Part III) *Program Title Specialist in Education:

Education Administration and Supervision




A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Revise number of credit hours from (3) to (3 or 6).



B. The justification for this action: Credit hours amended to allow for Alternative Certification. This proposal would adjust credit hour requirements of the Principal Internship Course to assist students that need additional credit hours.





Library Resources: None

V.3.1.12





EAD 858 Principal Internship II (3) (3 or 6) A. Prerequisite: Departmental approval and EAD 857. Candidates are principals, or have an approved plan, under the supervision of a mentor(s) to learn the principal role. In either case, candidates participate in seminars based on principal duties and responsibilities.









EAD 858 Fall 2013 AS HS EDLP BT JS ED x UP


Lecture Laboratory Other Cip Code (first two digits only)




I 3 N FR JR SO SR Grading Information: Course is













EAD 858 Syllabus Principal Internship II, 3 Credit Hours (may be taken two times in different semesters.) 1. Department of Educational Leadership & Policy Studies Prerequisite: Permission of the instructor and completion of EAD 857 2. Course Description: Candidates are principals or have an approved plan, under the supervision of a mentor(s), to learn the principal role. In either case, candidates participate in seminars based on principal duties and responsibilities. 3. Text/Readings: Various texts and articles as assigned. 4. Student Learning Outcomes: 1. Candidates will apply knowledge gained in the Level I preparation program to their job setting (or agreed upon activities). 2. Candidates will reflect upon their performance through the development of a portfolio. 3. Candidates will analyze the teaching and learning environment in their schools. 4. Candidates will create a plan to improve student learning. 5. Candidates and mentors will create and reflect on the candidates’ professional growth plan. 6. Candidates will evaluate their work. 8. Candidates will create an entry plan. 5. Evaluation Methods: 1. Year-End Principal Effectiveness Evaluation. 50% 2. Develop next year’s growth plan 15% 3. Seminar participation. 10% 4. Closing of school plan 25% Grade Requirements Grades Percentage A 90 - 100% B 80 - 89% C 70 - 79% D 60 - 69% F Below 60% 6. Student Progress: Students will be assessed on a continuous basis and will be informed of their progress at least once prior to midterm either through the use of Blackboard or by written feedback on assignments. 7. Attendance Policy: Regular attendance is expected in each class of this course. Students are responsible for making-up any missed assignments when they must be absent. Instructor approval is necessary to make-up missed tests or to extend an assignment deadline. The instructor reserves the right to adjust the grade of or refuse to accept late assignments. 8. Last Date to Drop the Course: The last day to withdraw from full semester classes or the university can be found in the University academic calendar. 9. Disability Statement: If you are registered with the Office of Services for Individuals with Disabilities, please obtain your accommodation letters from the OSID and present them to the course instructor to discuss any academic accommodations you need. If you believe you need

accommodation and are not registered with the OSID, please contact the Office in the Student Services Building Room 361 by email at [email protected] or by telephone at (859) 622-2933. Upon individual request, this syllabus can be made available in an alternative format. 10. Academic Integrity Statement: Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity. 11. Course Requirements: 1. The candidate will be observed by mentors using the Kentucky Department of Education Principal Effectiveness Rubric for a year end evaluation. 2. The candidate will develop Professional Growth Plan for the following year. Candidates will participate in seminars held during the semester. 3. Candidates will develop a closing the school year plan. 4. Candidates will attend monthly seminars. 12. Course Outline: I. Monthly Seminars II. Site Visits 13. Official E-mail: An official EKU e-mail is established for each registered student, each faculty member, and each staff member. All university communications sent via e-mail will be sent to this EKU e-mail address.


(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership and Policy Studies New Course (Parts II, IV) College College of Education Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title New Minor (Part III) *Program Title Specialist in Education: Program Suspension (Part III) Educational Administration and Supervision ___X_



Proposal Approved by: Date Date Departmental Committee 1/25/2013 Council on Academic Affairs College Curriculum Committee February 5, 2013 Faculty Senate** General Education Committee* Board of Regents** Teacher Education Committee* February 26, 2013 EFFECTIVE ACADEMIC TERM*** Graduate Council* ______________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Editorial changes as specified below.



B. The justification for this action: Compliance with Council on Post-secondary Education and Educational Professional Standards Board requirements.






(old copy, strike entirely)

SPECIALIST IN EDUCATION Educational Administration and Supervision

CIP Code: 13.0401 I. GENERAL INFORMATION The Specialist in Education degree is a professional degree designed for those preparing for positions which call for a level of study and specialization beyond the master’s degree. The specific goal is to provide the additional preparation needed for certification or Rank I. The 30 or 36 hour minimum requirement is a structured program oriented toward the candidate’s professional objectives. Candidates will select one of the following tracks: TRACK I II. TRACK I ADMISSION REQUIREMENTS Admission to the Specialist in Education program is based upon the following entrance requirements for Track I. 1. An earned master’s degree from an accredited college or university with a minimum grade point average of 3.25. 2. Met Graduate School requirements for admission to a master’s degree. 3. Successful professional experience appropriate to and as required for relevant certification programs. 4. Completion of Graduate School application packet. 5. A short essay (300-500 words) describing the relationship between the applicant’s professional goals and the Ed.S. Program. 6. Approval of a screening and selection committee composed of three persons appointed by the departmental chair. III. TRACK I PROGRAM REQUIREMENTS Each candidate’s program of study will be designed. The candidates advisory committee must approve the planned program of study and a copy shall be filed with the department chair and the Dean of the Graduate School. The program of study will be planned within the following curriculum framework: Research Methods Core.......................................................6 hours EDL810, 811. Academic Core.....................................................................6 hours EDL821, 822, 823, 824. Administrative Core*........................................................12 hours EAD808, 821, 827, 828, 834, 839, 849. 859; 879; ELE 810; EMG810; EMS 850; ESE 863; EPY 816; SED775, 800, 810. Field Experience...................................................................6 hours EDL800. Thesis.....................................................................................6 hours EDL899. Exit Requirement................................................................0 hours GRD878r Minimum Program Total..................................................36 hours *Note: Courses listed here are those required for various P-12 certification programs (superintendent, supervisor of curriculum, and director of pupil personnel). With the approval of the advisory committee, candidates may apply for enrollment in one of these certification programs and use courses completed as part of the Ed.S. to fulfill certification requirements. Candidates may also apply Track I courses toward a Rank I program approved by the advisory committee. See certification program descriptions for specific requirements. IV. TRACK I EXIT REQUIREMENTS The following are the exit requirements for the Specialist in Education - Educational Administration and Supervision. Thesis — Candidates must successfully complete and defend a thesis presenting an original research project that contributes to the literature in educational leadership or a related field (GRD878r). Details about the thesis may be obtained from the Graduate Coordinator. TRACK II II. TRACK II ADMISSION REQUIREMENTS Admission to the Specialist in Education program including principal certification includes the following additional requirements. 1. Completion of department application. 2. Documentation of three (3) years teaching experience. 3. Provision of a one-page statement indicating their professional objectives and desire to become a principal. 4. Provision of a written statement of support from a district representative. 5. Provision of a written statement indicating ability to improve student achievement, to lead, and to possess advanced knowledge of curriculum, instruction, and assessment.

6. Principals provide a written statement indicating candidate’s level of advanced knowledge about curriculum instruction and assessment. III. TRACK II PROGRAM REQUIREMENTS The program of study will consist of 8 courses in Level I and 2 courses in Level II. The courses for Level I and Level II follow: Level I EAD827 – Finance and Support Services in Schools.3 credit hours EAD828 – School Law and Ethics in School Leadership …3 hours EAD851 – Assessment for Learning ………………............3 hours EAD852 – Human Resources Leadership …………............3 hours EAD853 – Conditions for Learning ………………….........3 hours EAD854 – Fair Learning Changes…….. ………………….3 hours EAD856 – Learning for At-Risk Students…………………3 hours SSE 870 – School Prevention and Safety…………………..3 hours Level II EAD857 – Internship I ………………………………..…...3 hours EAD858 – Internship II ………………………………..…..3 hours Exit Requirement................................................................0 hours GRD878r Minimum Program Total..................................................30 hours IV. TRACK II EXIT REQUIREMENTS The following are the exit requirements for the Specialist in Education with principal certification. Capstone Project – Candidates must successfully complete and defend a field-based project. The project will be presented and defended to a panel of department faculty and district representatives. Candidates must enroll in GRD878r.

(new copy, replacement for old copy)

SPECIALIST IN EDUCATION Educational Administration and Supervision

CIP Code: 13.0401 I. GENERAL INFORMATION The Specialist in Education degree is a professional degree designed for those preparing for positions which call for a level of study and specialization beyond the master’s degree. The specific goal is to provide the additional preparation needed for principal certification. The 30 hour minimum requirement is a structured program oriented toward the candidate’s professional objectives. II. ADMISSION REQUIREMENTS Admission to the specialist in education degree program includes the following requirements, beyond a master’s degree. 1. Documentation of three (3) years teaching experience. 2. Provision of a one-page statement indicating their professional objectives and desire to become a principal. 3. Provision of a written statement of support from a district representative. 4. Provision of a written statement indicating ability to improve student achievement, to lead, and to possess advanced knowledge of curriculum, instruction, and assessment. 5. Principals provide a written statement indicating candidate’s level of advanced knowledge about curriculum instruction and assessment. 6. Completion of an on-site interview and assessment process. III. PROGRAM REQUIREMENTS The program of study will consist of 10 courses: Core: EAD 827 3 hours EAD 828 3 hours EAD 851 3 hours EAD 852 3 hours EAD 853 3 hours EAD 854 3 hours EAD 856 3 hours Total 21 hours Electives: Choose 3 elective courses (9 hours) from the following list -- EAD 807, EAD 808, EAD 821, EAD 849, EAD 857, EAD 858, EAD 859, EAD 896, EMS 850, SSE 870 Grand total 30 hours IV. EXIT REQUIREMENTS The following are the exit requirements for the specialist degree in education. Capstone Project – Candidates must successfully complete and defend a field-based project. The project will be presented and defended to a panel of department faculty and district representatives. Candidates must enroll in GRD878r (0 hours).

CERTIFICATION REQUIREMENTS: Level I certification requires completion of the core and SSE870, and Level II requires the completion of EAD857 and EAD 858.


(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership and Policy Studies (ELPS) X New Course (Parts II, IV) College College of Education Course Revision (Parts II, IV) *Course Prefix & Number EDL 912 Hybrid Course (“S,” “W”) *Course Title Higher Education Leadership New Minor (Part III) *Program Title Doctor of Education (Ed. D.) Program Suspension (Part III) ____ Program Revision (Part III) *Provide only the information


Proposal Approved by: Date Date Departmental Committee January 25, 2013 Council on Academic Affairs College Curriculum Committee February 5, 2013 Faculty Senate** General Education Committee* Board of Regents** Teacher Education Committee* February 26, 2013 EFFECTIVE ACADEMIC TERM*** Graduate Council* ______________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)


Add new three credit course to the leadership specialization offerings that can be used to satisfy the leadership requirement of the student’s program of study.


A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) N/A

B. The justification for this action: This course will become a free elective in the Doctor of Education program.


Personnel Impact: This course will utilize existing faculty.

Operating Expenses Impact:

No additional

Equipment/Physical Facility Needs:

No additional

Library Resources:

No additional




New or Revised* Catalog Text (*Use strikethrough for deletions and underlines for additions. Also include Crs. Prefix, No., and description, limited to 35 words.) EDL 912 (3) A. This course is designed to introduce major themes of higher education administration, organizational leadership and governance to students with special emphasis on administration and leadership in postsecondary educational settings.





N/A





EDL 912 Spring 2013 AS HS ELPS BT JS ED X UP


3 Lecture 3 Laboratory Other Cip Code (first two digits only)




1 3 N FR JR SO SR Grading Information: Course is













Eastern Kentucky University Department of Educational Leadership

Syllabus for EDL 912, CRN # ____________ Topics in Higher Education Administration and Leadership

Semester_____ Year_______ Professor: Office #: Contact Info: Email: Catalog course description: EDL 912 (3) A. This course is designed to introduce major themes of higher education administration, organizational leadership and governance to students with special emphasis on administration and leadership in postsecondary educational settings. Text(s): Altbach, P.G., Berdahl, R.O., Gumport, P.J. (2005). American higher education in the twenty-first century: Social, political, and economic challenges (3rd ed.) Baltimore, Maryland: Johns Hopkins University Press. McDonald, W.M., Creating campus community: In search of Ernest Boyer’s legacy, San Francisco: Jossey-Bass. Student Learning Outcomes:

1. Students will gain an understanding of the evaluation of the post-secondary educational systems in the United States.

2. Students will apply critical thinking and social analysis skills in learning about the role academic administration and student services play on college campuses.

3. Students will examine the challenges and opportunities of diversity in higher education. 4. Students will become familiar with the legal, ethical and professional practices of higher education

administration 5. Students will analyze, gather, interpret and assess materials that pertain to post-secondary education

Evaluation Methods:

1. 25 points Attendance and class participation 2. 25 points Reflections on chapter readings: Each student review a chapter in class 3. 50 points Class research presentations (University Organization Inventory) 4. 100 points Shadowing assignment 5. 100 points Final class report (15 minute PowerPoint Presentation on Course Theme)

Grading Scale: 90%-100%=A, 80%-89 %= B, 70%-79% = C, 60%-69%=D, 59% or below = F Student Progress: Student progress will be assessed and posted in Blackboard after each assignment. Attendance Policy: Attendance is essential for a mastery of course material. Attendance will be verified through a student sign-in sheet. Students will be responsible for signing in each class meeting. If an absence is unavoidable, the student must seek approval in advance. Alternative activities may be assigned for each absence at the instructor’s discretion. Missed assignments and exams can be made up at the discretion of the instructor. Last Date to Drop Course: See Colonel’s Compass: http://www.eku.edu/compass/ Disability Statement:

http://www.eku.edu/compass/

If you are registered with the Office of Services for Individuals with Disabilities, please obtain your accommodation letter from the OSID and present them to the course instructor to discuss any academic accommodations that you will need. If you believe you need an accommodation and are not registered with the OSID, please contact the Office in the Student Services Building, Room 361 by email at [email protected] or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in an alternate form. Academic Integrity Statement: Students are advised that EKU’s Academic Integrity policy will be strictly enforced in this course. The Academic Integrity policy is available at www.academicintegrity.eku.edu . Questions regarding this policy may be directed to the Office of Academic Integrity. Official Email: All official EKU email is established for each registered student, each faculty member and each staff member. All University communications sent via email will be sent to this EKU address. Course Requirements: Complete all reading assignments in texts and other related materials and participate in both class and small group discussions.

1. Prepare a 15-minutes PowerPoint presentation on one of the major themes or issues discussed in the course. 2. Shadow a higher education administrator and report on observations. 3. View and discuss multimedia presentations. 4. Conduct a university organization inventory. 5. Complete final class research project.

Course Outline: Week One: Introduction to the course; An overview of higher education in the United States and class

activities. Week Two: What Makes a College or University: A look at past and current challenges? Week Three: Creating Campus Community: Issues and observations. Week Four: Academic Freedom: Faculty rights, promotion and tenure. Week Five: The Academic Administrator: Examination of responsibilities. Week Six: Desegregation and Affirmative Action: Brown and beyond. Week Seven: Class Reports: An anatomy of a university assignment. Each student will make a

presentation to the class about their findings on the anatomy of a university assignment. They will have 15 minute each, with time for questions and answers.

Week Eight: Governing Institutions: Role of shared governance, government and relations Week Nine: Strategic Planning and Assessment Week Ten: Administrative panel discussion Week Eleven: Budgets: How financial management works Week Twelve: Building and Grounds: The infrastructure of a university Week Thirteen: Diversity and Multicultural Programs Week Fourteen: Internationalization of Higher Education Week Fifteen: Women and Faculty of Color Issues Week Sixteen: Final research paper will be due with copies provided for class for all students in the course to read prior to class presentation. Week Seventeen: Final Class Reports: Students will have 15 minutes each, with time for Q & A.



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