Teacher Preparation Programs

SCHOOL COUNSELING
Conceptual Framework
Nova Southeastern University provides:

S
tandards-based instructional and leadership programs that link theory to practice with the
U

se of data for evaluation, ethical decision-making, and

eeds and accommodations for diverse students who provide

intervention for the

R
eflective and ethical practice based on meaningful field and clinical experiences as part of
I

nnovative and convenient postsecondary delivery systems

with a

hared responsibility for quality education programs and professional advocacy with stakeholders with an

E
learning environments

mphasis on technology and best practices for dynamic

This conceptual framework is reflected in the following course syllabus:

Course number:

PYCL 510

Course title:

Career Development & College Planning

Program name:

School Counseling

Faculty (Content specialist):

Carolyn Berger, Ph.D.

NOVA SOUTHEASTERN UNIVERITY

CENTER FOR PSYCHOLOGICAL STUDIES
COURSE OUTLINE
Course # & Title:

PYCL 510 Career Development and College Planning

Credit Hours:

Location/Section:

Ft. Lauderdale/MG7

Class Meeting Dates:

July 17, 18, & 19, 2015

August 14, 15, & 16, 2015

Class Meeting Times:

Fridays, 6-10 pm
Saturdays, 8:30 am 6 pm
Sundays, 8:30 am 5:30 pm

Instructor:

Dr. Carolyn Berger

cs453@nova.edu

Required Texts:
Curry, J. & Milsom, A. (2014). Career Counseling in P-12 Schools. New York, NY: Springer
Publishing. ISBN 13: 9780826110237
Savitz-Romer, M. & Bouffard, S. M. (2012). Reading, willing, and able: A developmental
approach to college access and success. Cambridge, MA: Harvard Education Press.
ISBN 13: 978-1-61250-132-1
Recommended Texts/E-Book:
Chany, K. & Martz, G. (2015). Paying for college without going broke. Natick, MA: The
Princeton Review.
Conley, D. T. (2010). College and career ready: Helping all students succeed beyond high
school. San Francisco: Jossey-Bass.
Fitzpatrick, C. & Costantini, K. (2011). Counseling 21st century students for optimal college and
career readiness: A 9th-12th grade curriculum. New York, NY: Taylor & Francis.
Retrieved from <http://lib.myilibrary.com?ID=335360>
Sharf, R. (2010). Applying career development theory to counseling. (5th ed.). Belmont, CA:
Thomson Brooks/Cole.

Course Description:
This course addresses effective strategies for helping diverse P-12 students develop career,
educational, and postsecondary plans. The course surveys career and lifestyle assessment
instruments, career development theories, and decision-making models. The course will
emphasize college readiness including college exploration, the application process, and financial
aid. Computer-based career development and college planning applications will be studied.
Course Objectives:
Upon completion of this course, candidates will be able to:
1. Acquire knowledge of career development theories, career and college readiness
counseling strategies, postsecondary opportunities, and decision-making models. [II.
F. 4. a., FL DOE 4, 4.1, 4.3]
2. Develop an understanding of career, vocational, educational, occupational and labor
market information resources, technology, and career information systems. [II. F. 4.
c., FL DOE 4]
3. Examine strategies for career development and college readiness program planning,
organization, implementation, administration, and evaluation. [II. F. 4. f., FL DOE
4.2.]
4. Garner knowledge about and approaches to conceptualize the interrelationships
among and between work, family, and other life roles and factors, including the role
of multicultural issues in career development and college readiness. [II. F. 4. b.]
5. Identify ethical and culturally relevant systemic interventions that foster equity and
access to close achievement, opportunity, and informational gaps. [II. F. 4. j., FL DOE
7.4]
6. Understand how to advocate for diverse students career and educational development
and employment opportunities in a global economy [II. F. 4. g.]
7. Learn strategies for facilitating student's skill development for academic success,
employability skills, life-work planning and lifelong learning. [II. F. 4. h., FL DOE
4.6]
8. Learn how to interpret student assessment data relevant to career development and
college planning [FL DOE 4.5, 7.2]
9. Learn strategies and resources for assessing abilities, interests, values, personality and
other factors that contribute to career development. [II. F. 4. e., FL DOE 4.4]
10. Identify materials for implementing career and college planning into the school
counseling curriculum, including technical career opportunities. [FL DOE 2.3, 4.7]
11. Learn how to develop school-wide programs and classroom lessons that focus on
academic planning, promotion/graduation requirements, college exploration, college
admissions, and career education. [FL DOE 2.5, 7.1]
12. Acquire knowledge of academic advisement, including approaches for assisting
students with course selection and postsecondary planning as it relates to their
career/college plans. [FL DOE 4.8, 7, 7.3]
13. Learn how to help students understand the impact of postsecondary education on their
overall life experience. [II. F. 4. d.]
14. Demonstrate knowledge of sources of financial assistance (e.g., grants and
scholarships) for funding educational opportunities. [FL DOE 4.9, 7.1]

Florida Department of Education Objectives

The above labeled Florida DOE School Counseling subject area competencies [FL DOE X.X]
are addressed within this course, either through topics as listed in the Calendar of Assignments
or via Accomplished Practices tasks.
College Boards National Office of School Counselor Advocacy: 8 Components of College &
Career Readiness
This course will cover the following 8 components of college and career readiness at the
elementary school, middle school, and high school levels.
Component 1: College Aspirations
Component 2: Academic Planning for CCR
Component 3: Enrichment & Extracurricular Engagement
Component 4: College & Career Exploration and Selection Processes
Component 5: College & Career Assessments
Component 6: College Affordability Planning
Component 7: College & Career Admissions Processes
Component 8: Transition from High School Graduation to College Enrollment
Assignment #1 College & Career Readiness Counseling Presentation & Unit Plan
This assignment supports the pre-professional development of:

Accomplished Practice a.1 Quality of Instruction Instructional Design and Lesson Planning
Professional Education Competencies and Skills 1.1, 1.2, 1.3, 1.6, 1.8, 4.1, 5.3, 7.2, 8.2, and 8.3
Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 4: Content
Knowledge; 6: Assessment, and 7: Planning for Instruction;
NCATE Standard 1g. Professional Dispositions for All Candidates
Florida Subject Matter Competency 2.3, 2.5, 4, 4.1, 4.2, 4.3, 4.4, 4.6, 4.7.

Due in class and the Bb Discussion Board on August 15th.

Each candidate will present on a chapter of the Curry & Milsom text (Ch 6-14). These chapters
focus on a variety of the NOSCA components (see list above). Each candidate will educate
his/her peers on the chapter material. He/she will also develop a Career & College Readiness
Counseling Unit Plan that aligns with one of the grade levels discussed in the chapter.
The presentation portion is worth 15 points and the unit plan is worth 15 points (30 points total).
Each presenter will be given one hour to present on their topic and unit plan. The presenter will
be expected to use at least 10 resources in their presentation. These resources can include the
books, journal articles, websites, and other resources. Resources must be cited in APA style in
one of the handouts. Five of the 10 resources must be either professional textbooks or journal
articles. The presenter must post an electronic copy of their presentation, the unit plan, and any
additional essential materials to the class discussion board.
List of Potential Topics:
Chapter 6- Grades P-1: Career Exposure
Chapter 7- Grades 2 & 3 Career Play & Exploration

Chapter 8- Grades 4 & 5: Preparing for the Middle School Transition

Chapter 9- Grades 6 & 7: Career and Self Awareness
Chapter 10- Grade 8: High School Transition Planning
Chapter 11- Grade 9: Focus on Academic and Work Habits
Chapter 12- Grade 10: Career and College Planning
Chapter 13- Grade 11: Career and College Preparation
Chapter 14- Grade 12: Postsecondary Transitions
Directions for the Presentation:
1. Email Dr. Berger with your top 3 choices for topics by July 5th.
2. Thoroughly read your assigned chapter in the textbook.
3. Research and read supplemental materials that relate to your topic area. Make sure that
you use at least 10 resources. Five of these resources must be from professional
publications (this can include your textbook, other professional books, and refereed
journal articles). The other 5 resources can be from websites or non-refereed publications.
4. Review the NOSCA Components as they relate to your selected grade level.
5. Plan and develop your presentation by following the outline below:
I.
Developmental Overview
II.
Relevant Career Theories
III.
Key Elements to Consider for the School Counseling Curriculum (cover the
relevant NOSCA Components)
IV.
Specific School Counseling Interventions for this Grade Level
V.
Involvement of Parents and Community in CCR Counseling Curriculum
VI.
Ideas to Implement CCR Counseling Curriculum in an Cross-Disciplinary
Fashion
VII. Data School Counselors Can Use to Assess Effectiveness of CCR Counseling
Curriculum for this Grade Level
VIII. References List (APA Style required)
6. Use a formal presentation format (e.g., PowerPoint, Prezi) and upload a copy of your
presentation to BlackBoard. You will also upload your Unit Plan (see below) and any
additional materials utilized in your presentation or unit plan.
Directions for the Unit Plan:
Develop a Career & College Readiness Counseling Unit Plan consisting of at least three
consecutive classroom lesson plans designed for a specific grade within the elementary, middle
or high school level (Pre-K through grade 12).
To assist with the Unit Plan, utilize the textbooks, materials assigned in this course, and review
NOSCAs Counselors Guide for the grade level you chose
Elementary: http://nosca.collegeboard.org/eight-components/elementary-guide
Middle: http://nosca.collegeboard.org/eight-components/middle-school-guide
High: http://nosca.collegeboard.org/eight-components/high-school-guide
When choosing activities and materials, make sure they are appropriate for the grade level you
chose. The Career & College Readiness Counseling Unit Plan should include goals and
6

objectives that are developmentally appropriate, specific activities that will be presented in the
classroom, and the pre- and post-tests that will be used to measure the effectiveness of each
lesson. This Unit Plan should include at least 3 lessons. Use the lesson plan format outlined
below.
The Career & College Readiness Counseling Unit Plan write-up will have 9 sections:
I.
Profile of students
a.Grade level chosen
b. Students career development needs at this grade level
c.Questions you would ask teachers to collaborate regarding students needs at
this grade level
d. How unit plan will contribute to positive learning outcomes
II.
Rationale for Career Counseling Unit: What is the purpose and need for unit?
III.
Unit Overview
a. Give brief overview of unit
b. How can you link this lesson to previous instruction (either previous
counseling curriculum or previous academic curriculum)?
c. How can you implement this unit in a cross-disciplinary fashion? Discuss the
best fit for integrating this unit with academic instruction (e.g. integrating a
talk on postsecondary planning with an economics lesson) (NSU a.1.i/FPEC
8.3/InTASC 7h.k)
IV.
Unit Goals & Summary of Unit
a. Summarize unit plans
b. Outline overall goals of entire unit
V.
Specific lesson plans (minimum of three lessons)- Each lesson must include:
a.Specific goals and objectives that are developmentally appropriate
b.
Align each lesson with Floridas Standards (FEAP a.1.a/FPEC 1.2,
1.6/InTASC 4n.k, 6r.d, 7a.p, 7g.k)
1. See http://www.cpalms.org/Standards/FLStandardSearch.aspx
2. Include the Standards code plus the subject area and title of the
standard (e.g. FL Standard #:LACC.1112.RL.1.1- Language Arts- Key
Ideas and Details)
c.Align each lesson with at least one of ASCAs mindsets and behaviors
(http://schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf)
d.
Align each lesson with one of the NOSCA Components for College and
Career Readiness Counseling (http://nosca.collegeboard.org/eightcomponents)
e.Specific activities that will be presented in the classroom (include worksheets,
visual aids, etc. as needed in the write-up)
f. List materials needed to conduct this lesson plan. Include worksheets,
websites (details on passwords if needed), books, articles, etc. (NSU
a.1.j/FPEC 1.6)
g.
List new vocabulary students will be learning to master the content/skills.
Explain how students will apply new vocabulary in the lessons. (NSU
a.1.h/FPEC 8.2/InTASC 4h.p, 4l.k, 4r.d./InTASC 4h.p, 4l.k, 4r.d.)
h.
Each lesson includes an informal, formative assessment to monitor

A.
B.

A.
B.

learning. (FEAP a.1.d/FPEC 1.1, 4.1/InTASC 6a.p, 6i.k, 6k.k, 7d.k, 7l.k)
i. Include one pre-test/post-test (summative assessment) for the Career &
College Readiness Counseling Unit Plan.
j. Other than the pre-test/post-test assessment data, what other data will you
collect to demonstrate whether or not this unit plan is effective? Consider
outcome/results data (see ASCA model- achievement, achievement-related, or
standards/competency data).
VI.
Additional details about lesson plans
a. Explain how you sequenced lessons to ensure coherence and consideration of
prior knowledge. A diagram or graphic should be included to demonstrate
sequence of lessons and alignment of concepts. (FEAP a.1.b/FPEC
1.8/InTASC 2c.p, 7c.p)
b. Explain how you designed instruction for students to achieve mastery.
Include a remediation plan for students who are not successful
Include a statement regarding how your planning can help improve students career development
planning in the short term and long term.
c. Describe how you chose a text and/or other counseling materials to support
the FL Standards, ASCA mindsets/behaviors, and NOSCA components for the
students. Make sure to highlight that the materials are on the students reading
level and highlight that you discussed the selection of these materials with
other educational professionals.
d. Describe how your lessons will require students to demonstrate at least four
applicable skills and competencies as outlined in the standards listed below
(FEAP a.1.c/FPEC 1.3/InTASC 7b.p, 7i.k, 7j.k, 7q.d)
Refer to the Florida Standards, ASCA mindsets/behaviors, and NOSCA components
Provide a matrix and aligns skills and competencies to the lesson objectives (FEAP a.1.f/FPEC
1.3/InTASC 2a.p)
Alignment Matrix Format
Lesson/Unit Objective

VII.

Standard/Competency/
Component

Assessment Activity

e. Describe how you will accommodate ESOL and ESE students. Consider
learning strategies, resources, and technological tools. (NSU a.1.g/FPEC
7.2/InTASC 2e.p, 2i.k, 2o.d, 7k.k, 7n.d). Use resources from the Iris website if
you need assistance: http://iris.peabody.vanderbilt.edu/iris-resource-locator/
Plans for implementing this Career Counseling Unit
a. How could you use data to evaluate learning outcomes? Consider data from
the pretest/posttest but also from other data sources.
b. How could you collaborate with colleagues to adjust planning and improve
the effectiveness of these lessons? (FEAP a.1.e/FPEC 5.3/InTASC 7d.k, 7e.k,
7f.p, 7m.k, 7o.d)

VIII.

c. What problems could occur during instruction? How could you effectively
deal with these problems?
d. What resources would be helpful in the implementation of this plan?
e. How can you implement this plan in a way to promote student employability
and lifelong learning?
Reflection
a. How has developing this unit plan increased your knowledge of the planning
process?
b. How do you plan to use this experience to help you develop future lesson
plans?
c. How will you meet the needs of students even if they are at different stages of
decision-making in terms of their career development? (e.g. some of them
have already job shadowed and have a mentor, while others have not even
considered potential careers)

Use the rubric for Assignment #1: Career & College Readiness Counseling Presentation &
Unit Plan (see end of the syllabus) as a guide to earn full points for this project.
Assignment #2 Measure of Florida Exceptional Student Education Competency 7:
Knowledge of the Transition Process for ESE Students
This assignment supports the pre-professional development of FL DOE ESE Competencies 7.1,
7.2, 7.3, 7.4
Due to the Assignment Dropbox on July 17th.
Activity description:
The purpose of this assignment is for you to demonstrate your ability to understand and apply
your knowledge of the transition process of exceptional education (FL-ESE Competency 7)
from school to the world of work or post-secondary education. This assignment has six steps to
complete as follows:
1. Click on the link to the IRIS STAR Legacy Module- School Counselors: Facilitating
Transitions for Students with Disabilities from High School to Post-School Settings
(http://iris.peabody.vanderbilt.edu/cou2/). This module will help you to understand the
challenges school counselors face in meeting the wide range of ability levels and
instructional needs of their students.
2. Next, view the module by first clicking on the Challenge icon. Watch the video about
Sandra Montes and read the movie transcript.
3. Click Next on the bottom of the page and reflect on the following three questions:
a. What is the transition planning process for students with disabilities?
b. What is the school counselor's responsibility in the transition planning process?
c. How can school counselors further promote successful transition planning?
4. Click on the bottom of the page to go to the Perspectives & Resources section of the
module. Click on Pages 1-14 and review their content. Pay particular attention to Page 3Transition Planning.
5. Once you have completed the Perspective & Resources portion of the module, click on
Next (located at the bottom of the page) to proceed to the Assessment portion of the

module. Answer the five questions provided. Self-check your answers by referring back
to the information provided in the Perspective & Resources pages.
6. To wrap up, reflect on the same questions you answered in the Initial Thought section
and compare these latest answers to the answers you gave at the beginning of the module.
How different are your answers?
7. Using this module and other sources from BlackBoard, please write a 3-4-page position
paper that covers the following:
A. Identify multiple activities relevant to each of the four stages of career
development (i.e., awareness, exploration, preparation, and placement).
B. Identify and discuss four essential domains of transition planning (e.g., personalsocial, general community functioning, employment, leisure-recreational) for
students with disabilities.
C. Explain at least three ways to use student and family feedback to assist with the
transition process and to develop postschool/postsecondary outcomes.
D. Identify more than two resources and more than two strategies for assisting
students with transitioning to a variety of environments (e.g., college, technical
school, military, work).
Use the rubric for Assignment #2: Knowledge of the Transition Process (see end of the
syllabus) as a guide to earn full points for this project.
Assignment #3 Student Career Assessment Project
This assignment supports the pre-professional development of FL DOE School Counseling
Competency 4.4
Due to the Assignment Dropbox on Aug. 2nd.
To successfully complete this project, you need to find a 6 th-12th grade student who is willing
to take two career assessments and discuss the results with you. In order to receive credit
for this assignment, you must obtain written consent from the parent and turn in the
consent form at the end of the syllabus. If you cannot find a student, please see the
instructor at the beginning of the semester and she will offer suggestions or alternatives.
Important notes about parent consent form: Read the consent form thoroughly. Note that you
must not audiotape or videotape the meeting with the student. The child or parent may withdraw
from participating in the activity at any time. The consent form states that the assessments should
take less than 40 minutes, so make sure that the assessments you choose can be accomplished
within that timeframe. The form also states that your meeting with the student will take no more
than an hour. You cannot focus on topics other than college and career planning. Let the student
know at the beginning of the meeting that this will be the focus, and keep the student on track if
they stray from discussing college and career planning. The parent is encouraged to be present
for the meeting. Remember to de-identify all information about the student or his/her family in
your paper. Provide a copy of your paper to the parent.
Activity description:
Each school counseling candidate will write a Student Career Assessment Paper which will
summarize your experiences with a middle or high school student. The purpose of this project is
10

for school counselor candidates to apply college/career assessments, career development

theories, and CCR curriculum planning with a student. Candidates will reflect on this experience
to make plans for improving their CCR counseling work.
To acquire this knowledge and understanding, the project and narrative will be comprised of four
sections. In your paper, use headers and subheaders to keep your paper organized. The headers
should use the following structure:
I. Resources:
A. Review the following websites:
1.
http://www.collegeboard.org/
2.
http://www.act.org/profile
3.
http://www.careeronestop.org/StudentsandCareerAdvisors/Student
sandCareerAdvisors.aspx
4.
http://flchoices.org
5.
http://www.financialaidtoolkit.ed.gov/tk/resources.jsp
B. Write about your findings of the websites and how you can use them in your work
as a school counselor:
1.
What was helpful and/or difficult to understand and/or locate;
2.
How you could use each website in your work with students.
Consider implementing information from these websites in individual
counseling, small group counseling, classroom lessons/activities, parent
workshops, or other counseling-related activities.
II. Assessment: Prior to writing this section you need to meet with a 6 th-12th grade student to
administer at least two college or career assessments. Keep in mind that you may need to
meet with the student more than once, once to describe how to take the assessment and
once to go over the results. You should choose two assessments from one or more of the
above websites. Make sure you choose a developmentally-appropriate assessment that
the student will understand. After the student completes the assessment, process the
results with him/her. Talking points should include: 1) does the student agree with the
results, 2) process their interest areas, values, or skills highlighted in the assessments, 3)
discuss how the results relate to their schoolwork (e.g., if a career highlighted was being a
physician, do they enjoy science and are they good at it?), 4) discuss potential career and
postsecondary plans. Make sure you thoroughly read Ch. 4 of the Curry text prior to
completing the assessment meeting(s). In your write-up, focus on:
A. Describe the student (use a pseudonym). Include grade level, general family
background, and general academic history if possible (this is not required but will
help you understand the students background. For example,: is she an A/B
student, has she been retained, is she in ESE/ELL, does she have any behavioral
concerns, etc.).
B. List the assessments used with the student and reflect on how the administration
of the assessment was accomplished. Do you think you effectively explained how
to take the online assessment?
C. Reflect on your experience with processing the assessment results with the
student. Highlight the talking points under section II (1-4). Discuss what you did
well and what you plan to do more effectively next time.

11

III. Theory: Use one (or more if applicable) of the theories you learned about, and assess the
career development of the student. Identify which theory you used and describe how this
theory applies to the student.
IV. Planning: As a way to identify appropriate activities for promoting students college
readiness, describe recommendations for future activities that would facilitate this
students progression in school and become college and career ready. Your activities
need to be relevant to this particular student so you will want to describe the activity and
the rationale for how these activities correlate to your students interest, skills, aptitudes,
values.
Use the rubric for Assignment #3: Student Career Assessment Project (see end of the
syllabus) as a guide to earn full points for this project.
Discussion Boards
There will be two required discussion board postings for this course. Candidates will be expected
to post by the due date listed in the calendar of assignments. Each discussion board is worth 5
points for a total of 10 points. One point will be deducted each day a discussion board post is
late. The topics will be listed in the BlackBoard Discussion Board. Discussion board posts will
be graded for quality and thoroughness.
Midterm & Final Exams
The midterm and final exam items will derive from the textbooks, supplemental
readings/material, activities, and/or group discussions. The midterm is worth 10 points and the
final is worth 15 points. The instructor will inform candidates of the format for the final. One of
the primary topics on the final will be career development theories. The final exam must be
passed with an 80% or higher in order to receive a grade for this course. See Florida DOE
Rubric at the end of syllabus. Candidates must meet the requirement to demonstrate
knowledge of major career development theories.
Class Participation
Attendance and participation are worth 15 points of the grade. Candidates are required and
expected to attend class and be on time. Missing ANY class time will result in the lowering of
the candidates final course grade (1 point will be deducted from the attendance grade for
every half hour the candidate is not in class). Candidates cannot miss more than 4 hours of
class without being dismissed from the course. See below for specific information on the
attendance policy.

12

Grading Criteria:
30 points.Assignment #1: CCR Counseling Presentation & Unit Plan
5 points...Assignment #2: Knowledge of the Transition Plan
15 points.....Assignment #3: Student Career Assessment Project
10 points.....Discussion Boards #1 & 2 (5 points each)
10 point.,.Midterm Exam
15 point...Final Exam
15 points.In-Class Participation
100 points. TOTAL POINTS POSSIBLE
Grading Scale:
100 90 = A

89 80 = B

79 70 = C

69 & below = F

13

Calendar of Assignments:
Weekof:
TOPICS
READINGS/VIDEOS
Ecosystemic,
Week 1
Introductory
Developmental
Jun 29
PowerPoint (with
Career Counseling
audio- make sure your
&
speakers are on)
Career Counseling Curry: Ch. 1-2
Competencies
Savitz: Ch. 2
All videos/readings in
Week 1 module
Cultural
Week 2
Curry: Ch. 3
Considerations
Jul 6
Savitz: Ch. 1,3,4
&
Iris Module on ESE
Creating a CollegeTransitioning (Assgn
Going Culture
#2)
All videos/readings in
Week 2 module
Assessments
Week 3
Curry: Ch 4, 5
&
Jul 13
All videos/readings in
Career Curriculum
Week 3 module
Development

ASSIGNMENTS
Email Dr. Berger with your top 3
topic choices for Assgn #1 by
July 5

Discussion Board #1 due July 12

Class meets July 17-18

Knowledge of the ESE Transition
Process (Assgn #2) due July 17
Online Midterm to be completed
in Bb Jul 19
Note: No class meeting on July
19

Week 4
Jul 20

Week 5
Jul 27

Week 6
Aug 3

Week 7
Aug 10

Elementary CCR
Counseling
&
Middle School
CCR Counseling
High School CCR
Counseling
&
Career & College
Exploration
Extracurriculars/
Enrichment
& Financial Aid
& Academic &
Work Habits
Transitioning to
Middle School,
High School, and
Postsecondary
&
Parent/Family
Involvement

Curry: Ch. 6-10

All videos/readings in
Week 4 module

Curry: Ch. 11-14

All videos/readings in
Week 5 module

Student Career Assessment

Project (Assgn #3) due to the
Assignment Dropbox Aug 2

Savitz: Ch 5, 6

All videos/readings in
Week 6 module

Discussion Board #2 due Aug 9

Curry: Ch 8, 10, 14

Savitz: Ch 7

All videos/readings in

Week 7 module

Presentations in-class on Aug 15

Assignment #1 due in Bb
Discussion Board on Aug 15
Online Final to be completed in
Bb Aug 16
Note: no class meetings on Aug
14 or 16

14

Additional Information Pertinent to this Course

Candidates are required and expected to attend class and be on time. Missing ANY class time
may result in the lowering of the candidates final course grade (half a point will be deducted
from the attendance grade for every half hour the candidate is not in class). Missing a large
portion of the weekend format class (all of class on Friday, 1/2 day on Saturday or Sunday) will
result on dismissal from class or under certain circumstances, continuation in the course but
lowering of at least one grade (e.g., the highest possible grade would be a B). When the
candidate anticipates being late or missing class time, he/she should contact the instructor ahead
of time.
Incomplete grades are granted by the instructor on an individual basis and will be granted to
candidates who show extraordinary circumstances the last week of the semester which may
impede the candidate from completing an assignment. Incomplete grades are not granted/given
to candidates who are failing the course due to clear lack of participation or low grades. Extra
credit tasks & activities are not available in the course.
Plagiarism and Cheating:
Plagiarism is a major academic offense and will be fully punished if caught. Plagiarism
is the presentation of the ideas and/or the words of someone else as ones own. You commit
plagiarism if you use:
Any part of another persons written words without correct documentation
Any part of another persons ideas without correct documentation
This includes any part of work already used by another, a book, encyclopedia, magazine article,
journal article, newspaper article, CD-ROM, or website without correct citation. Plagiarism is
punished in a variety of ways. The candidate who plagiarizes may fail the assignment and/or the
entire course. And, in consultation with administrators, the instructor may recommend further
action in accordance with the NSU Code of Student Conduct and Academic Responsibility
policies. For a detailed description of Plagiarism and its potential consequences, consult the
Center for Psychological Studies Catalog or go to http://www.nova.edu/cah/forms/handbook.pdf
In support of the above, the Code of Student Conduct states that, Any violation of the Code of
Student Conduct and Academic Responsibility and/or university policy and procedures may
result in disciplinary action and/or criminal prosecution.
Cheating is the intentional or unintentional use or attempt to use unauthorized materials,
information, or study aids in any academic exercise. In our case, cheating includes, but is not
limited to consulting or collaborating with a classmate (or someone outside of the class) while
taking the exams, asking someone who has taken the class to tell you about the questions on the
exam, a classmate (or someone outside of class) to complete assignments for you (or post
discussions for you), copy a classmates or part of a classmates work, and/or submitting
material, in any form, that is not yours. Cheating in this class constitute may be punished by
failing the class and being referred to the universitys professional standing committee.

15

Cell phones, pagers, noisy watches - Please either turn off or switch to a vibrating setting any
pagers, cell phones, etc. (if you bring these devices to class, please keep them hidden in your
bag). Inform the instructor if your situation is of a critical nature and requires you to respond to
these devices.
Writing tutoring is available through NSUs tutoring services. Graduate students can meet with
a tutor once per week for 45 minutes. The tutor can assist with APA style, grammar, structuring,
and formatting of papers. Tutoring can take place online for candidates who do not live close to
the Ft. Lauderdale campus. For more information and to set up an appointment, call (954)2628350.
Candidates seeking accommodations under the Americans with Disabilities Act may contact
Arlene Giczkowski at (954)262-7189.

16

Selected Bibliography
In addition to the required and recommended texts and materials in BlackBoard, below is a
list of suggested resources for projects and assignments in this course:
Suggested Journals
Career Development Quarterly
Exceptional Children
Journal of Counseling and Development
Journal of Counseling Psychology
Journal of Vocational Behavior
Professional School Counseling
Review of Educational Research
Techniques (Association for Career and Technical Education)
Web Sites
Florida Web Sites
Florida Choices: http://www.flchoices.org
Florida College Access Network: http://www.floridacollegeaccess.org/
Florida Department of Education: http://www.fldoe.org/
University of North Florida Career Services: http://www.unf.edu/careerservices/
Work Source: www.worksourcefl.com
Career Information, Job Searches, Resumes
Bureau of Labor Statistics: http://www.bls.gov/k12/
College Board: https://www.collegeboard.org/
On Net On Line: www.onetonline.org
Americas Career InfoNet: http://www.acinet.org/acinet/
Americas Job Bank: http://www.AJB.dni.us/
Career Resource Center: http://www.careers.org/
Military Career Guide: http://www.militarycareers.com/
Occupational Outlook Handbook: http://www.bls.gov/ooh/
The Occupational Information Network (O*Net): http://www.doleta.gov/programs/onet/
My Skills-My Future: www.mynextmove.org/
NSU Career Resources
NSU Career Center: http://www.nova.edu/career
NSU Career Corner: http://www.nova.edu/career/careercorner/
NSU Sharklink: http://sharklink.nova.edu
There are also a lot of resources available in Sharklink. To access these resources, login
to your Sharklink and make sure you are on the HOME tab. From there you should be
able to subscribe to a layout. You want to click SUBSCRIBE next to the GRAD
CAREER RESOURCES option. A new tab will show up on your Sharklink Home Page.
Click on the CAREER GRADUATE tab and from there you will see a lot of careerrelated resources including links for writing a cover letter and resume.
17

Career Assessment
Florida Choices: http://flchoices.org
ACT Profile: http:// www.act.org/profile/
Self-Directed Search: http://www.self-directed-search.com (click link for sample report)
Personality Type: http://www.personalitypage.com
National Clearinghouses and Federal Agencies
ERIC Clearinghouse for Adult and Vocational Education: http://ericacve.org/
ERIC Clearinghouse for Assessment and Evaluation: http://ericae.net/
U.S. Department of Education: http://www.ed.gov/
Professional Organizations
American School Counselor Association (ASCA): http://www.schoolcounselor.org/
Florida School Counselor Association (FSCA) CCR Website: http://www.flaschoolcounselor.org/counselor-information/college-career
National Career Development Association (NCDA): http://ncda.org/
American Counseling Association (ACA) School Counselor Connection:
http://www.counseling.org/knowledge-center/school-counselor-connection
National Association of Student Financial Aid Administrators:
http://www.nasfaa.org/counselors/Resources_for_Counselors.aspx
Educational Information
March2Success: https://www.march2success.com/
Petersons Education Center:
http://www.petersons.com/
United States Universities and Community Colleges: http://www.utexas.edu/world/univ/
Career and Vocational Education Programs:
http://dir.yahoo.com/education/career_and_vocational/
NCAA: www.eligibilitycenter.org
Financial Aid Information
Free Scholarship Service Online: http://www.fastweb.com/
Sources of Financial Aid (NASFAA): http://www.finaid.org/
Free Application for Federal Student Aid (FAFSA): http://www.fafsa.ed.gov/
WhiteHouseInitiativeonEducationalExcellenceforHispanics:
http://www.ed.gov/edblogs/hispanicinitiative/
Financial Aid Toolkit: http://www.financialaidtoolkit.ed.gov/tk/resources.jsp
Other Resources
Almost Free Ideas: http://www.almostfreeideas.org/
Kids Count Data Center: http://datacenter.kidscount.org/

18

Assignment #1: Career & College Readiness Counseling Presentation & Unit Plan
Element

Not Met

Met

Exceeded

CCR Counseling Presentation

Developmental
Overview
XX/1 pt

Relevant Career
Theories
XX/1 pt

Key Elements to
Consider for the
School Counseling
Curriculum (cover
the relevant NOSCA
Components)

Candidate did not

effectively present on the
developmental overview
that was described in the
chapter.

Candidate effectively
presented on the
developmental overview
that was described in the
chapter.

Candidate effectively presented

on the developmental overview
that was described in the
chapter. The description of
developmental issues to
consider was clear and easy to
understand.
Candidate did not clearly Candidate clearly covered Candidate clearly covered the
cover the theories that
the theories that are
theories that are relevant for
are relevant for this
relevant for this specific this specific grade level. The
specific grade level.
grade level.
presentation of these theories
was clear and easy to
understand.
Candidate did not
Candidate effectively
Candidate effectively covered
effectively cover the
covered the NOSCA
the NOSCA components that
NOSCA components
components that are
are relevant for this grade level.
that are relevant for this relevant for this grade
The coverage of NOSCA
grade level.
level.
components was thorough and
linked to appropriate
interventions.

XX/1 pt

Specific School
Counseling
Interventions for this
Grade Level
XX/4 pts

Involvement of
Parents and
Community in CCR
Curriculum
XX/2 pts

Candidate did not clearly

describe specific school
counseling interventions
for CCR counseling for
the grade level(s)
outlined in the chapter.

Candidate clearly described Candidate clearly described

specific school counseling specific school counseling
interventions for CCR
interventions for CCR
counseling for the grade counseling for the grade
level(s) outlined in the
level(s) outlined in the chapter.
chapter.
These interventions were
innovative and considered
multiple intervention methods
(e.g., individual planning,
group counseling, classroom
lessons, parent workshops,
teacher trainings, whole-school
programs, etc.)
Candidate did not
Candidate included ways to Candidate included ways to
include ways to involve involve parents or
involve parents and community
parents or community in community in the CCR
in the CCR curriculum. These
the CCR curriculum.
curriculum.
ideas were comprehensive and
included multiple ways of
involving other stakeholders.

19

Assignment #1: Career & College Readiness Counseling Presentation & Unit Plan
Element

Ideas to Implement
CCR Counseling
Curriculum in an
Cross-Disciplinary
Fashion
XX/2 pts

Data School
Counselors Can Use
to Assess
Effectiveness of
Curriculum
XX/2 pt

References List
XX/1 pt

References List: APA

Style
XX/1 pt

Not Met
Candidate did not
include ideas for
implementing CCR
counseling curriculum
with other disciplines.

Met
Exceeded
Candidate included ideas Candidate included ideas for
for implementing CCR
implementing CCR counseling
counseling curriculum with curriculum with other
other disciplines.
disciplines. These ideas were
aligned with the curriculum for
the corresponding grade level
and included multiple
disciplines (e.g., math, science,
reading, social studies,
electives, etc.).
Candidate did not clearly Candidate clearly described Candidate clearly described
describe data school
data school counselors
data school counselors should
counselors should use to should use to assess the
use to assess the effectiveness
assess the effectiveness effectiveness of the CCR of the CCR curriculum. The
of the CCR curriculum. curriculum.
data listed was developmentally
appropriate and included both
perception and outcome data.
Candidate did not list at
least 10 professional
references for the
presentation.

Candidate listed 10
references but did not
include a minimum of 5
professional references.

Candidate listed 10 references

and included at least 5
professional references.

Candidate did not follow Candidate followed APA Candidate followed APA style
APA style for the
style for the references list for the references list and there
references list.
but there were a few minor were no style errors.
errors.

CCR Counseling Unit Plan

Profile of Students
XX/.5 pt

Rationale for Unit

XX/.5 pt
Unit Overview
XX/.5 pt
Unit Goals and
Summary of Unit

Profile of students is
missing or not fully
developed.

Profile of students is
provided that describes
how the collaboration with
colleagues led to the
understanding of the
student needs.

A detailed profile of the

students is provided that fully
discusses the students needs,
outcomes of collaboration with
colleagues, and how the unit
that is being planned will
contribute to positive learning
outcomes.
There was little or no
Rationale was clearly
Rationale for Unit
evidence of a rationale
stated.
communicated the purpose and
for the unit.
need for the unit.
Unit Overview was not Unit Overview was clearly Unit Overview was clearly
clearly stated.
stated.
stated and described how the
linkage to previous instruction.
Unit Goals and summary Unit Goals and summary of Unit Goals and summary of
of unit were not clearly unit were clearly stated.
unit were clearly and
stated.
specifically stated.

XX/1 pt

20

Assignment #1: Career & College Readiness Counseling Presentation & Unit Plan
Element
Aligns Instruction with
State-adopted Standards
at the Appropriate Level
of Rigor
(FEAP a.1.a/FPEC
1.2/InTASC 4n.k, 6r.d,
7a.p, 7g.k)
XX/1 pt

Not Met
Instructional standards
were not clearly
identified for each lesson
that will be included in
the unit.

Aligns the Assessments

with the Florida
Standards (FEAP
a.1.a/InTASC 4n.k,
6r.d, 7a.p, 7g.k).

There is little or no
evidence that the
candidate aligns
formative and
summative assessments
with the expectations of
the Common Core
Standards.

XX/.5 pts
Sequences Lessons and
Concepts to Ensure
Coherence and Required
Prior Knowledge
(FEAP a.1.b/FPEC
1.8/InTASC 2c.p, 7c.p)
XX/1 pts

Designs Instruction for

Students to Achieve
Mastery
(FEAP a.1.c/FPEC
1.3/InTASC 7b.p, 7i.k,
7j.k, 70.d, 7q.d)
XX/.5 pt

Little or no evidence is
provided that the
candidate can sequence
lessons and concepts to
ensure coherence and
required prior
knowledge. There is no
rationale provided that
describes why the
lessons follow a
particular sequence.
Little or no evidence is
provided that the
candidate can design
instruction for students
to achieve mastery.
There is no statement of
intent about why
students should be able
to master the related
standards or objectives.

Met
Instructional standards
were clearly identified for
each lesson that will be
included in the unit at the
appropriate level of rigor

Exceeded
Instructional standards were
clearly identified and described
for each lesson that will be
included in the unit at the
appropriate level of rigor.
Standards included Florida
Standards, NOSCA
Components, AND ASCA
Mindsets/Behaviors.
The candidate aligns
The candidate aligns formative
formative and summative and summative assessments
assessments with the
with the expectations of the
expectations of the
Common Core/Florida
Common Core/Florida
Standards. A summary
Standards.
explanation is provided that
details how the assessments
will contribute to the
reinforcement of instruction.
The candidate sequences The candidate sequences
lessons and concepts to
lessons and concepts to ensure
ensure coherence and
coherence and required prior
required prior knowledge. knowledge. A rationale is
A rationale is provided that provided that describes why the
describes why the lessons lessons follow a particular
follow a particular
sequence. A diagram or graphic
sequence.
is provided that aligns lessons
and concepts. Required prior
knowledge is indicated in the
diagram or graphic.
The candidate designs
The candidate designs
instruction for students to instruction for students to
achieve mastery. A
achieve mastery. A statement
statement of intent is
of intent is provided about why
provided about why
students should be able to
students should be able to master the related standards or
master the related
objectives. A description of
standards or objectives. A how this instruction supports
statement is also provided instruction for grade-level
that describes why
standards is provided. A
planning is a professional remediation plan is provided
responsibility that
that indicates strategies for
improves student learning. students who are not successful.
The candidate includes a
statement that describes how
planning improves student
learning. The student refers to
short- and long-term planning
needs.

21

Assignment #1: Career & College Readiness Counseling Presentation & Unit Plan
Element
Test Complexity and
Balance Selection
(FEAP a.1.c/InTASC
7b.p,
7i.k, 7j.k, 70.d, 7q.d)
XX/.5 pt

Develops Learning
Experiences that Require
Students to Demonstrate
a Variety of Applicable
Skills and Competencies.
(FEAP a.1.f/FPEC
1.3/InTASC 2a.p)
XX/1 pt

Accommodations for
ESOL Students and
Students with
Exceptional Learning
Needs Language
Development in
Instruction
(NSU a.1.g/FPEC 7.2/
InTASC 2e.p, 2i.k, 2o.d,
7k.k, 7n.d)
XX/.5 pt

Not Met
There is little or no
evidence that the
candidate demonstrates
the ability to select
rigorous literary and
informational text (e.g.,
primary and secondary
sources) that supports
the Florida Standards
and other related
standards for the
classroom. There is little
or no evidence that text
has been selected, based
on content and reading
level.
Little or no evidence is
provided that the
candidate can develop
learning experiences that
require students to
demonstrate a variety of
applicable skills and
competencies. Fewer
than three types of skills
or competencies were
addressed in the lesson
or unit.
Accommodations for
language development in
instruction for ESOL
students and students
with Exceptional
Learning Needs were not
provided.

Met
Exceeded
The candidate
The candidate demonstrates the
demonstrates the ability to ability to select rigorous literary
select rigorous literary and and informational text
informational text (e.g.,
(e.g., primary and secondary
primary and secondary
sources) that supports the
sources) that supports the Florida Standards and other
Florida Standards and other related standards for the
related standards for the
classroom. This text has been
classroom. This text has
selected, based on content and
been selected, based on
reading level.
content and reading level. There is evidence that the
candidate has confirmed the
appropriateness of the text by
discussing the selection with
other educational professionals.
The candidate develops
learning experiences that
require students to
demonstrate a variety of
applicable skills and
competencies. More than
three types of skills or
competencies were
addressed in the lesson or
unit.

The candidate develops

learning experiences that
require students to demonstrate
a variety of applicable skills
and competencies. More than
three types of skills or
competencies were addressed in
the lesson or unit. A matrix is
provided that aligns skills and
competencies to the lesson or
unit objectives and assessments.

Accommodations for
language development in
instruction for ESOL
students and students with
Exceptional Learning
Needs were clearly
identified. These
accommodations
incorporated various
strategies, resources, and
technological tools.

Accommodations for language

development in instruction for
ESOL students and students
with Exceptional Learning
Needs were clearly and
specifically identified. The
accommodations incorporated a
wide variety of strategies,
resources, and technological
tools that were effective in
meeting the diverse needs of
students.

22

Assignment #1: Career & College Readiness Counseling Presentation & Unit Plan
Element
Use of academic
language/ vocabulary in
the content area that
leads to mastery of
content and skills. (NSU
a.1.h/FPEC 8.2/InTASC
4h.p, 4l.k, 4r.d.)
XX/.5 pt

Not Met
Little or no evidence is
provided that the
candidate provides
opportunities for
students to develop
academic language in
the content area.

Met
Activities that promote
content vocabulary
development and practice
are provided.

Exceeded
The candidate provides
multiple activities that
introduce and develop content
language. Activities are also
provided that require students
to apply content language to
instructional scenarios.

Cross-disciplinary skills
in instruction
(NSU a.1.i/FPEC 8.3/
InTASC 7h.k)
XX/1 pt

Little or no evidence is
provided that the
candidate incorporates
cross-disciplinary skills
in instruction.

Selects Appropriate
Formative Assessments
to Monitor Learning
(FEAP a.1.d/FPEC 1.1,
4.1/InTASC 6a.p, 6i.k,
6k.k, 7d.k, 7l.k)
XX/1 pt

Little or no evidence is
provided that the
candidate can select
appropriate formative
assessments to monitor
learning. There is no
rationale provided as to
how the assessments
align to the standards of
the lesson or unit.

Uses a Variety of Data,

Independently, and in
Collaboration with
Colleagues, to Evaluate
Learning Outcomes,
Adjust Planning and
Continuously Improve
the Effectiveness of the
Lessons
(FEAP a.1.e/FPEC
5.3/InTASC 7d.k, 7e.k,
7f.p, 7m.k, 7o.d)
XX/1 pt

The unit was not

evaluated. Plans to
revise and improve the
instruction were not
adequately described

Activities that promote the The candidate provides

use of cross-disciplinary multiple activities that reinforce
skills are provided.
cross-disciplinary skills.
Evidence is provided that the
candidate collaborated with
other instructors to identify and
promote these activities.
The candidate selects
The candidate selects
appropriate formative
appropriate formative
assessments to monitor
assessments to monitor
learning. There is a
learning. There is a rationale
rationale provided as to
provided as to how the
how the assessments align assessments align to the
to the standards of the
standards of the lesson or unit.
lesson or unit.
An analysis is provided for
each element of the assessment
that explains why it is effective
in monitoring learning for the
lesson or unit objectives and
related standards.
The unit was appropriately The unit was extensively and
evaluated. The teacher
appropriately evaluated. The
candidates used a variety of teacher candidate used a variety
data, independently, and in of data, independently, and in
collaboration with
collaboration with colleagues,
colleagues, to evaluate
to evaluate learning outcomes,
learning outcomes, adjust adjust planning, and
planning and continuously continuously improve the
improve the effectiveness effectiveness of the lessons.
of the lessons. Plans to
Plans to revise and improve the
revise and improve the
instruction were explicitly and
instruction were explicitly clearly described.
and clearly described.

23

Assignment #1: Career & College Readiness Counseling Presentation & Unit Plan
Element
Implementation
Narrative
XX/.5 pt

Implementation Areas
for Change
XX/.5 pt

Reflection
XX/1 pt

Lesson plan design &

knowledge of career
development resources,
postsecondary
opportunities, and
financial aid resources
for college
XX/1 pt

Not Met
The narrative of the
implementation is
missing or too brief to
provide sufficient
information on what
occurred during
instruction. The
narrative does not
include a description of
how this unit can
promote student
employability and
lifelong learning.
Information on areas for
change is missing or too
brief to provide
sufficient information on
what the candidate
proposes to change for
future implementations
of the unit.
The reflection is missing
or too brief to provide
sufficient information on
how this experience
increased the candidates
knowledge of the
planning process or
helped to meet students
interests or
developmental
characteristics.
Little or no evidence is
provided that the
candidate can develop
learning experiences that
require students to
demonstrate knowledge
of career development
resources, postsecondary
opportunities, and
financial aid resources.
The NOSCA Component
was not addressed
adequately. Fewer than
three ASCA
mindsets/behaviors were
addressed in the unit.

Met
Exceeded
The narrative of the
The narrative of the
implementation clearly
implementation details what
states what occurred during occurred during instruction.
instruction. The narrative The narrative includes a
includes a brief description thorough analysis of how this
of how this unit can
unit can promote student
promote student
employability and lifelong
employability and lifelong learning.
learning.

Information on areas for

change are listed and
described.

Information on areas for change

is detailed and includes
resources (e.g., materials,
professional development, etc.)
that are needed to support these
changes.

A reflection is provided
that describes how this
experience increased the
candidates knowledge of
the planning process and
helped to meet students
interests or developmental
characteristics.

A detailed reflection is provided

that describes how this
experience increased the
candidates knowledge of the
planning process and helped to
meet students interests and
developmental characteristics.
A description of the application
of this experience to future
planning is provided.

The candidate develops

The candidate develops
learning experiences that learning experiences that
require students to
require students to demonstrate
demonstrate knowledge of knowledge of career
career development
development resources,
resources, postsecondary postsecondary opportunities,
opportunities, and financial and financial aid resources.
aid resources. One NOSCA One NOSCA Component was
Component was addressed. thoroughly addressed. More
More than three ASCA
than three ASCA
mindsets/behaviors were mindsets/behaviors were
addressed in the unit.
addressed in the unit. A matrix
is provided that aligns ASCAs
Career Domain indicators to the
lesson or unit objectives and
assessments.

24

Assignment #1: Career & College Readiness Counseling Presentation & Unit Plan
Element
Assist students in
decision-making at their
current stage of career
development
XX/1 pt

Not Met
Candidate does not
effectively describe how
he/she can assist
students in decisionmaking at different
stages of career
development.

Met
Candidate effectively
describes how he/she can
assist student in decisionmaking at different stages
of career development.

Exceeded
Candidate effectively describes
how he/she can assist student in
decision-making at different
stages of career development.
The activities in the group
directly address decisionmaking and will help all
students in the group advance
their career planning.

Total Points:
XX/30 pts

25

Assignment #2: Knowledge of Transitions

Assignment #2 in PYCL 510 supports the pre-professional development of
Florida ESE Competency 7.1, 7.2, 7.3, 7.4
Elements
Not Meet
Met
Exceeded
Identify activities relevant
to the four stages of career
development. (FCAS ESE
7.1)
XX/1 pt

Identify and discuss the

domains of transition
planning.(FCAS ESE 7.2)
XX/2 pts

Demonstrate knowledge
of postschool transition
planning using feedback
from the student and
family. (FCAS ESE 7.3)
XX/1 pt
Identify resources and
strategies to assist students
in functioning effectively
in different environments.
(FCAS ESE 7.4)
XX/1 pt

The candidate was

not able to identify
activities relevant to
the four stages of
career development
(i.e., awareness,
exploration,
preparation, and
placement).

The candidate was

able to identify one
activity relevant to
each of the four stages
of career development
(i.e., awareness,
exploration,
preparation, and
placement).

The candidate was

not able to identify
the essential domains
of transition planning
(e.g., personal-social,
general community
functioning,
employment, leisurerecreational) for
students with
disabilities.

The candidate was

able to identify four
essential domains of
transition planning
(e.g., personal-social,
general community
functioning,
employment, leisurerecreational) for
students with
disabilities.

The candidate did not

explain how to use
student and family
feedback to assist
with the transition
process and to
develop postschool
outcomes.

The candidate
explained at least two
ways to use student
and family feedback
to assist with the
transition process and
to develop postschool
outcomes.

The candidate did not

identify resources and
strategies for
assisting students in
functioning in a
variety of
environments to
which they will be
transitioning.

The candidate
identified two
resources and two
strategies for assisting
students in
functioning in a
variety of
environments to
which they will be
transitioning.

The candidate was

able to identify
multiple activities
relevant to each of the
four stages of career
development (i.e.,
awareness,
exploration,
preparation, and
placement).
The candidate was
able to identify and
discuss four essential
domains of transition
planning (e.g.,
personal-social,
general community
functioning,
employment, leisurerecreational) for
students with
disabilities.
The candidate
explained at least
three ways to use
student and family
feedback to assist with
the transition process
and to develop
postschool outcomes.
The candidate
identified three or
more resources and
three or more
strategies for
assisting students in
functioning in a
variety of
environments to
which they will be
transitioning.

TOTAL: XX/5 pts

26

Assignment #3: Student Career Assessment Project

Assignment #3 in PYCL 510 supports the pre-professional development of
FDOE School Counseling Competency 4.4
Elements
Not Met
Met
Exceeded
Description
of Online
CCR
Resources

Candidate did not

identify what was
helpful and
problematic/difficult
about the online
resources.

XX/2 pts
0 pt
Ways to use
online
resources
with students

Candidate did not

clearly identify ways
school counselors can
use the online
resources with
students.

XX/2 pts

Description
of the student
XX/1 pt

Reflection on
explanation
of assessment

XX/2 pts

0 pt
Description of the
student did not
include grade level
and general family
background.

0 pt
Candidate did not
clearly list the
assessments used and
reflect on how the
administration of the
assessment was
accomplished.

Candidate identified what

was helpful and
problematic/difficult about
the online resources.
1 pt
Candidate clearly
identified ways school
counselors can use the
online resources with
students. The description
of ways to implement
these online resources
included at least two of the
following: individual
counseling, small group
counseling, classroom
lessons/activities, parent
workshops, or other
counseling-related
activities.
1 pt
Description of the student
included grade level,
general family
background, and general
academic history (if
possible).

pt
Candidate listed the
assessments used and
reflected on how the
administration of the
assessment was
accomplished.

Candidate identified what was

helpful about the online
resources. Candidate thought
critically about what could be
problematic/ difficult about
using these online resources
with students.
2 pts
Candidate clearly identified
ways school counselors can use
the online resources with
students. The description of
ways to implement these online
resources included at least three
of the following: individual
counseling, small group
counseling, classroom
lessons/activities, parent
workshops, or other counselingrelated activities.

2 pts
Description of the student
included grade level, general
family background, and general
academic history (if possible).
The description demonstrated
that the candidate thoroughly
reflected on the background of
the student.
1 pt
Candidate listed the assessments
used and reflected on how the
administration of the assessment
was accomplished. The
reflection included what the
candidate felt he/she did well,
and what he/she could improve
upon in the future when
administering career

27

Assignment #3: Student Career Assessment Project

Assignment #3 in PYCL 510 supports the pre-professional development of
FDOE School Counseling Competency 4.4
Elements
Not Met
Met
Exceeded

Reflection on
processing of
assessment
results

0 pt
Candidate did not
reflect on how well
he/she processed the
assessment results
with the student. .

1 pt
Candidate reflected on
how well he/she processed
the assessment results with
the student. Candidate
discussed was done
effectively and what can
be improved upon.

0-1 pt
Candidate did not
effectively apply a
career development
theory to the student.
0 pt

2 pts
Candidate effectively
applied a career
development theory to the
student.

XX/3 pts

Theory
XX/2 pts

Planning

XX/3 pts

Candidate did not

identify appropriate
activities for
promoting students
college readiness.

1 pt
Candidate identified
appropriate activities for
promoting students
college readiness.
Candidate described
recommendations for
future activities that would
facilitate this students
progression in school to
become college and career
ready.
2 pts

assessments.
2 pts
Candidate reflected on how well
he/she processed the assessment
results with the student.
Candidate discussed was done
effectively and what can be
improved upon. Candidate
reflected on all four questions:
1) student agreement with the
results, 2) processing of
students interest areas, values,
or skills, 3) relation of results to
their schoolwork, & 4)
discussion of postsecondary
plans.
3 pts
Candidate effectively applied a
career development theory to the
student. Candidates application
of the theory was thorough and
insightful.
2 pts
Candidate identified appropriate
activities for promoting
students college readiness.
Candidate described
recommendations for future
activities that would facilitate
this students progression in
school to become college and
career ready. These
recommendations correlated to
the students interests, skills,
aptitudes, and values.
3 pts

0-1 pt
Total Points:
XX/15 pts

28

The Final Exam Rubric

The Final Exam in PYCL 510 supports the pre-professional development of
FDOE School Counseling Competency 4.1
Element &
Not Met
Met
Exceeded
Points
Demonstrate
The candidate does
The candidate
The candidate
knowledge of
not demonstrate
demonstrates clear
demonstrates clear
major career
clear knowledge of
knowledge of major knowledge of major career
development
major career
career development
development theories.
theories
development
theories.
theories.
(Score of 80-89% on (Score of 90-100% on
(Score of <80% on
Final Exam)
Final Exam)
Final Exam)

*Note: Any candidate who earns <80% on the final will have to meet with the instructor
following class to remediate this grade. The instructor cannot submit the final grade for
this class until the candidate demonstrates competency in the area of knowledge of career
development theories. (per FL DOE requirements). An IRP in the Candidate Guide to
FEAPs will need to be filled out and turned in to the program office.

29

Counseling Candidates Name:______________________

Career Development and College Planning Student Assessment Activity

PARENT CONSENT FORM
This is a voluntary process in which, with your permission, your child will participate in an
exploratory college and career readiness activity. If you agree to allow your child to participate,
he/she will work with a school counseling student at Nova Southeastern University. The NSU
student is enrolled in a class called, Career Development and College Planning and it focuses
on assisting Pre-K through Grade 12 students with planning for college and careers. You or your
child may withdraw from participating in this activity at any time.
If you agree, the NSU student will ask your child to do the following:
1) Take two online career/college assessments. These assessments will be taken from one of
the following websites:
a. http://www.collegeboard.org/
b. http://www.act.org/profile
c. http://www.careeronestop.org/StudentsandCareerAdvisors/StudentsandCareerAdv
isors.aspx
d. http://flchoices.org
e. http://www.financialaidtoolkit.ed.gov/tk/resources.jsp
2) Your child will then discuss the results of these assessments with the NSU school
counseling student.
The assessments should take your child no more than 30-40 minutes to complete. The meeting
with the NSU student should take no more than an hour. The meeting will focus only on career
and college planning. The NSU student is not allowed to discuss topics outside of these topics.
We encourage you to be present for the meeting so you can learn more about your sons or
daughters career and college planning.
The meeting will not be audiotaped or videotaped. The NSU student will write about this
experience in a paper assigned for class. Your childs identity will be protected and the NSU
student will not divulge your childs real name or any other identifying information in the paper.
This activity is not being used for research purposes.
If you have any concerns or complaints about this assignment or process, please contact Dr.
Carolyn Berger at (561)779-8179 or cs453@nova.edu. Please sign below if you agree to allow
your child to work with the NSU school counseling student. Thank you very much for your time!
I agree to allow my child to participate in the above Career & College Planning activity with an
NSU school counseling student. I have also read the preceding information and understand I may
withdraw my childs participation at any time.
Parent Signature ________________________

Date _____________________

30