University of Missouri Kansas City

CPCE 5515 Assessment Methods in Professional Counseling

Summer 2016
3 Credit Hours
Instructor: Sydney Morgan, MA
Office: Cherry Hall 240
Office Phone: 816-235-2203

Course Time & Location:4:30 7:15pm, SOE 261

Office Hours: Tuesdays 3:00 4:00 PM
Email: sksybf@mail.umkc.edu

Textbooks:
Erford, B. T. (2013). Assessment for Counselors. 2nd Edition. Belmont, CA: Brooks/Cole. ISBN13: 978-0-8400-2861-7.
Testing fee:
There is a testing fee for this class, which may be paid online to
http://www.viacharacter.org/Survey/Account/Register to cover the costs of the VIA-Me testa
strengths based inventory that will be used for the assessment project. Although it is free to take
the test, it is $20 to get your interpretive report
University of Missouri Kansas City Mission
UMKCs mission is to lead in life and health sciences; to deepen and expand strength in the
visual and performing arts; to develop a professional workforce and collaborate in urban issues
and education; and to create a vibrant learning and campus life experience.
School of Education Conceptual Framework
The mission of the School of Education is to recruit, prepare, and support outstanding teachers,
mental health professionals, and administrators who will create lifelong opportunities through
education for Americas diverse urban communities. This mission is focused on the
development of six core values: Academic Excellence; Inquiry Leading to Reflective Decisionmaking and Problem-Solving; Skilled and Knowledgeable Professionals working
Collaboratively; Democracy, Diversity, and Social Justice; Creating Caring and Safe
Environments; and Strategic Innovation.
Course Objectives
This course provides an understanding of basic knowledge and concepts related to the selection,
administration, and interpretation of some of the representative psychological assessments used
in counseling/psychotherapy environments. Students who successfully complete this course will
demonstrate the following competencies.
1) Become knowledgeable in important concepts and principles of assessment methods in
professional counseling (reliability, validity, standardized testing, etc).
2) Develop an adequate understanding of relevant statistical concepts (e.g., scales of
measurement, measurement errors, indices of central tendency and variability, types of
distribution, etc).
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3) Become familiar with a variety of psychological assessment measures including Intellectual,

Achievement, Career, and Personality instruments that are commonly used in educational
and counseling settings.
4) Develop an understanding of the ethical issues related to test use, especially with regard to
people from diverse social, ethnic, and economic backgrounds.
5) Become an informed consumer of psychological assessment who can discern appropriate
measures to use for specific goals.
Course Prerequisites
Students enrolled in this class must have been formally admitted into the Counseling and
Guidance M.A. program at UMKC. The prerequisite for this course is successful completion,
with BS or better grades in CPCE 5500, or concurrent enrollment in CPCE 5500 (or its
equivalent). If it is later discovered that you do not meet the prerequisites, you will be
administratively dropped from the course and will not be eligible for a refund.

[Program] Standards & Competencies (example given from Ed Admin): The content and
goals of this course are consistent with the major conceptual framework operative in the School
of Education as well as the School Counseling Program Goals II and III. The school is dedicated
to empowering professionals as reflective practitioners committed to a more just and democratic
society. This mission is focused on the development of five concepts: academic excellence,
inquiry leading to reflective decision-making and problem-solving, skilled and knowledgeable
professionals working collaboratively, democracy and social justice, and creating caring and safe
environments. This course will lend itself to the development of academic excellence, inquiry
and reflective problem solving and the skilled and knowledgeable professionals working
collaboratively.
School Counseling Program GOAL II: Social and Cultural Diversity (MOSTEP
STANDARD: 1.4.1.2.a-h); (NCATE 1f,g, 3b,c,4a,b,c,d); (SoE 1a,b,c,2a,b,c,3a,4a,b,c,
5a,b,c); (ASCA A.9); (CACREP CC2a-f; CACREP SCP[E]2,3); (Praxis 0420: I-1-4, II-1);
(CR: B.c.7; C.2) states The professional school counselor candidate knows and understands
how human diversity affects learning and development within the context of a global society and
a diverse community of families and GOAL III: Assessment (MOSTEP STANDARD:
1.4.1.3.a-f); (NCATE 1e,f,g,4a); (SoE 1a,b,c,2a,b,c,3b,4a,b,c);(CACREP CC 7a-g);
(Praxis0420:I-3); (CR: B.c.5, B.c.8;C.2) states Professional school counselor candidate knows
and understands the principles of measurement and assessment, for both individuals and groups,
and can apply these principles in his/her work with all students within a diverse and multicultural
society. The approach taken in this course encourages a critical evaluation of course material
with special attention to issues of individual and cultural diversity. Recognizing the injustices
often associated with the various dimensions of diversity encourages counselors to function in
ways that should promote social justice.

Intended Learning Outcomes & Relation to Conceptual Framework and Professional

Standards

1.

2.

3.

4.

Student
Learning
Outcomes/Objectives
Become knowledgeable in
important concepts and
principles of assessment
methods in professional
counseling (reliability,
validity, standardized testing,
etc).
Develop an adequate
understanding of relevant
statistical concepts (e.g.,
scales of measurement,
measurement errors, indices
of central tendency and
variability, types of
distribution, etc).
Become familiar with a
variety of psychological
assessment measures
including Intellectual,
Achievement, Career, and
Personality instruments that
are commonly used in
educational and counseling
settings.
Develop an understanding of
the ethical issues related to
test use, especially with
regard to people from diverse
social, ethnical, and
economic background.

5. Become an informed
consumer of psychological
assessment who can discern
appropriate measures to use
for specific goals.

Assessment(s)
Exams 1 & 2,
Scale
Construction
project, Class
Facilitation
Exercises

SOE Competencies & OtherRelevant

Standards
MOSTEP STANDARD: 1.4.1.3.a-f);
(NCATE 1e,f,g,4a);
(SoE1a,b,c,2a,b,c,3b,4a,b,c);(CACREP
CC 7a-g); (Praxis0420:I-3); (MCAC 8h,
i); (CR: B.c.5, B.c.8;C.2

Exams 1 & 2,
Scale
Construction
project,
Assessment
Project

MOSTEP STANDARD: 1.4.1.3.a-f);

(NCATE 1e,f,g,4a); (SoE
1a,b,c,2a,b,c,3b,4a,b,c);(CACREP CC
7a-g); (MCAC 8i); (Praxis0420:I-3);
(CR: B.c.5, B.c.8;C.2

Exams 1 & 2,
Assessment
Project, Scale
Construction
Project

MOSTEP STANDARD: 1.4.1.3.a-f);

(NCATE 1e,f,g,4a); (SoE
1a,b,c,2a,b,c,3b,4a,b,c);(CACREP CC
7a-g); (MCAC 8h, i); (Praxis0420:I-3);
(CR: B.c.5, B.c.8;C.2

Exams 1 & 2,
Class Facilitation
Exercise(s)

MOSTEP STANDARD: 1.4.1.2.a-h);

(NCATE 1f,g, 3b,c,4a,b,c,d); (SoE
1a,b,c,2a,b,c,3a,4a,b,c,
5a,b,c);
(ASCA A.9); (CACREP CC2a-f;
CACREP SCP[E]2,3); (MCAC 8a, h, i);
(Praxis 0420: I-1-4, II-1); (CR: B.c.7;
C.2
MOSTEP STANDARD: 1.4.1.3.a-f);
(NCATE 1e,f,g,4a); (SoE
1a,b,c,2a,b,c,3b,4a,b,c);(CACREP CC
7a-g); (MCAC 8h, i); (Praxis0420:I-3);
(CR: B.c.5, B.c.8;C.2

Exams 1 & 2,
Assessment
Project, Class
Facilitation
Exercise(s)

Teaching Methodology: The methods of teaching for this class will include lecture,
discussions, student presentations, and experiential exercises designed to actively engage
students in the learning process. Students will be expected to complete the reading assignments
prior to coming to class and be prepared to discuss the readings in class. This course will be
web-assisted, through the use of the Blackboard system available at UMKC. If you do not have
a computer and Internet access at home, you can use those available in any campus computer lab.

Course Requirements
Exams (40 points x 2). There will be two in-class examinations. The main purpose of these
exams is to make sure students understand and master basic concepts and key information of
various types of assessments introduced in this course. The general format of the exams includes
multiple choice questions and short answer/essay questions. The 2nd exam is comprehensive and
there will be approximately 25-30% of test items related to contents covered in the first half of
the semester.
Class Facilitation Exercise (20 points). Students will be expected to read a selected supplemental
reading and co-facilitate a class discussion/exercise on the readings. Students may work in small
groups (3 to 4) on this assignment. The exercise should be, at minimum, 20 minutes. The format
for this exercise is open so that students may teach according to their own personal styles, but
groups that have gone beyond the readings by incorporating an engaging activity or other
important references tend to do exceptionally well on this assignment. Please do not merely
reiterate the findings/statements of the readings when you present, and remember that all
students will have read the assigned readings. Sign-up sheets will be passed around on the first
day of class. These supplemental readings will cover ethical, multicultural-related concerns, and
concerns related to the testing process, thereby enriching class discussions regarding concepts
and issues related to assessment. Groups are highly encouraged to consult with the professor in
preparing their exercise.
*All students are expected to read the supplemental readings; thus, each student should be
familiar with the reading and able to participate in the discussion led by the co-facilitators.
The rubric for this project is available on the Blackboard.
Reflection Papers (25 points). Students will be required to submit reflection papers on the
supplemental readings. This assignment is an accompaniment to the Class Facilitation Exercise,
intended to ensure that students read the supplemental readings and are able to meaningfully and
thoughtfully contribute to the topic at hand. Students SHOULD NOT reiterate the findings from
the readings, but reflect upon the meaning of the findings within various contexts (i.e., go
beyond the findings of the article). These papers are due on the day of the assigned
supplemental readings. Papers should be at least 2 pages long, 12 point Times New Roman
Times New Roman, with one inch margins. Each paper is worth 5 points each.
Scale Construction Project (45 points). Students will work in groups of 4 6 to construct a
brief scale assessing a construct of their choice. Groups will define the construct, create items to
assess it, administer the scale to the class, conduct some basic statistical analyses (mean,
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standard deviation, reliability), propose 2-3 studies to assess validity (specifying expected
results), write a general critique of the instrument, and report conclusions of the assignment
and/or their personal reflections to the class in a mini-presentation. Students are encouraged to
think broadly about what they would like to assess, and consider how this scale could be useful
in a context where they might work. Also, it is important that the scales created for the project
are classroom appropriate and do not inquire about sensitive information (e.g., traumatic
experiences) that would make other students feel discomfort. Group members will be assessing
one anothers contribution; this is to ensure that each group member contributes and the burden
of completing the project does not rest with one or two group members. Thus, in addition to
submitting a hard copy of the group paper on the presentation day, each student also needs to
turn in a rating form, Group Project Experience in a sealed envelope to describe and evaluate
each team members contributions to this project. This form should be completed by each group
member independently, and based on the feedback provided by group members in the rating
form, it is possible that individual members may receive different grades associated with this
assignment. The rubric is available on the Blackboard.
Examples of prior projects include measures that have assessed the following: endorsement of
traditional gender norms, school counseling competencies, racial identity development,
resiliency, test anxiety, importance of social media.
Assessment Project (30 points)-To gain experience with administering assessments and
providing feedback, students will be required to conduct an abbreviated intake (only sharing
what is comfortable) and administer the VIA-ME to a peer (i.e., each student will take the
assessment and then hand their results over to a peer so that they can practice providing
feedback). If students are uncomfortable with engaging in this process with their peers, they
can select a volunteer of their choice; however, please consult with me beforehand, letting me
know that this is your preference). Prior to conducting the assessments, students will need to
gain consent from their peer or volunteer (see consent form on the syllabus). Following the
administration of the VIA-ME and gathering of data via the intake, students will be required to
share these results with their peer/volunteer, engaging in a collaborative feedback session. The
purpose of this is to simulate a feedback session and practice delivering feedback from an
assessment. Each student will then be asked to write an interpretive summary of her/his
volunteers profile, integrating test results from the various sources of information. In addition,
students will be required to write a reflection on their experience with providing feedback to
their volunteer. See example assignment and rubric on Blackboard.
Interpretations must be typewritten and double-spaced, 1 inch margins, 12 point Times New
Roman font, and must conform to specific guidelines provided for the interpretation. Papers
should be a minimum of 10 pages. Late papers will be subject to grade penalties. Students must
also turn in an informed consent and their test data in order to receive their grades.
Participation (10 points)Students are encouraged to actively engage in the learning process by
participating in class conversations, being present, and critically examining course content.
Evaluation Criteria and Grading

In-class Exam (40 pts. x 2)

Class Facilitation Exercise
Reflection Papers
Test Construction Project and Presentation
Test Interpretation Project
Participation

80 points
20 points
25 points
45 points
30 points
10 points
Total 210 points

*Students must obtain at least a B to pass to course.

Grading Scale:
A = 197 - 210
A- = 188 196
B+ = 183 - 187
B = 176 -182
B- = 167-175

C+ = 161-166
C = 155 -160
C- = 147 - 154
D = 125 - 146
F = Below 124

Faculty Expectations and Policies1:

Students are expected to attend and participate in the class. Participation points will be earned by
consistent attendance and substantive contributions to class activities and discussions. Missing a
significant number of classes (2 or more) may result in a grade of F. Excused absences are
permitted and applied in a non-discriminatory manner. Excused absences include absences due
to severe/acute illness of the students, severe illness of an immediate family member for whom
the student must care, death of an immediate family member, religious observance where the
nature of the observance prevents the student from being present during class, representation of
UMKC in an official capacity, and other compelling circumstances beyond the students control.
Students should notify the instructor of excused absences in advance. Students who have an
excused absence are expected and responsible to make arrangements with the instructor for
alternative or make-up work. For delayed assignments/papers, the general rule is that five
points per delaying day (after the time listed on the course schedule) will be subtracted
from the total points you earn on that paper. Please check with me if your circumstances
are extremely difficult.

Adapted from UMSL Center for Teaching and Learning (http://www.umsl.edu/services/ctl/orientation/elements.html)

Course Schedule (the schedule is subject to modification based on the evaluation of students
progress and more readings may be assigned over the course of the semester)
Date

Topics/Assignments

Readings

6/6
6/8

Welcome; overview of the course; students

expectations
Basic Assessment Concepts; Foundations of
Assessment
Historical Perspectives

Chs 1 & 2

6/13

Ethical Practice & Diversity Issues

Chs 3 & 4

How Tests are Constructed

6/15

Reliability & Validity

Chs 6 & 7

6/20 Meet
in SOE 129
at beginning
of class

Ch. 5

6/22

Selecting, Administering, Scoring, and

Interpreting Assessment Instruments and
Techniques
SPSS review
Scale items constructed and distributed to
classmates
Clinical Assessment & Diagnosis

6/27

Personality Assessment

Ch. 9

Ch. 8

Supplemental Readings

ACA Code of Ethics, pp. 11-12

The Daily Heterosexist Experiences
Questionnaire: Measuring minority stress
among lesbian, gay, bisexual, and
transgender adults (Balsam, Beadnell, &
Molina, 2012)
Potential Stereotype Threat and Face
Validity Effects on Cognitive-Based Test
Performance in the Classroom (HollisSawyer & Sawyer)
Creating, Closing, & Reversing the Gender
Gap in Test Performance (Autin,
Branscombe, & Croizet, 2014)

Issues in Clinical Assessment with Women

(Worell & Robinson, 2002)

Guest Speaker: Adam Hinshaw

Re-distribute measures to classmates based
on peer feedback
6/29

Guest Speaker: Molly Saunders

Clinical Interview

7/4

University Holiday No Class

7/6

Exam 1
*Students need to have completed assessment
(VIA-Me)
Behavioral Assessment
Test interpretation tutorial
Assessment of Intelligence

7/11
7/13

Ch. 10
Ch. 11

Guest Speaker: Dr. Julie Kohlhart

Scale Construction Project Due
7/18

Assessment of Other Aptitudes

Ch. 12 &13

Gender equivalence (Ball, Cribbie, &

Steele, 2013)

Assessment of Achievement
7/20

Assessment in Career Counseling

Ch. 14

Test Interpretation Projects Due

7/25
7/27

Assessing Couples & Families

Feedback Session
Wrap-up; final exam

Ch. 15

Recommended Readings / Material:

See blackboards supplemental and recommended reading
Test Bias (Warne, Yoon, Price, 2014)
Social Class, Race, and Ethnicity: Career Interventions for Women Domestic Violence Survivors
(Chronister)
Methodological Issues in Assessment Research with Ethnic Minorities (Okazaki & Sue, 1995)
Cross-Cultural Examination of the BDI-II (Dere et al, 2015)
Model Minority Myth Measure (Yoo, Miller, & Yip, 2015)
Personal, academic, and career counseling of African American women in college settings (Constantine
& Greer, 2003)
Comparison of White, African American, Hispanic, & Asian Children on Naglieri Nonverbal Ability
Testing (Naglieri & Ronning, 2000)
Comparison English-speaking and non-English speaking Hispanic Children on NNAT (Naglieri, Booth,
& Winsler, 2004)
The impact of client sexual orientation and gender on clinical judgments and diagnosis of borderline
personality disorder (Eubanks-Carter & Goldfried, 2006)

Statement on Classroom Civility, Professional Conduct, & Student Responsibility2

In this course, a high degree of professionalism is required from all students. This course will
strive to foster a respectful learning community. It is expected that community (class) members
will demonstrate intellectual maturity, democratic values and attitudes (respect, sensitivity,
responsibility, and cooperation). As teachers or prospective teachers, it is important to learn to be
team players and exemplary professionals. Please know that display of unprofessional
dispositions will affect your course grade. The professor reserves the right to manage a
positive learning environment and thus will not condone inappropriate conduct in the
course. Generally, academic/professional misconduct by a student shall include, but not be
limited to: disruption of classes (side bar conversation), rudeness toward the professor or other
class members, insensitivity, misrepresenting information presented in class, manipulative and
negative behavior, etc. Engagement in any of these behaviors carries penalty in terms of
dismissal from the course, significant point reduction including grade reduction by one letter
grade, or course failure. Responsibility: The basic premise in this course is that meaningful
learning results from a process of rational discourse. You will have opportunities to learn from
an array of materials and discourse presented. Your responsibilities are to take charge of your
learning and to maximize your learning by reading assigned materials, participating actively in
class discussions and other activities, respecting the dignity of each class member,
communicating legitimate needs and concerns to the professor, completing required assignments
on time and with high quality, and keeping track of your assignments and progress in class. In
addition, your responsibility is to maximize learning opportunities for your classmates by sharing
with them your knowledge, insights and perspectives during the learning process.

School of Education Resources & University Policies

UFirst Early Alert Program (for undergraduate students) - UMKC Faculty and Staff are
committed to assisting you as you work to achieve academic success. We have U First, an
early alert program that allows your course instructor or other university staff to issue early
alerts if they become concerned about your successful academic progress or if you express a
concern to them regarding your ability to achieve success at UMKC. As a follow up to the
early alert you may be contacted by an Academic Adviser or other university support staff to
provide you information, resources, or referrals to help you address the concern and to provide
you with additional support to assist you in achieving the highest possible level of academic
success while working to complete your UMKC degree.

Faculty not allowing recording - University of Missouri System Executive Order No. 38 lays
out principles regarding the sanctity of classroom discussions at the university. The policy is
described fully in Section 200.015 of the Collected Rules and Regulations. In this class, students
may not make any audio or video recordings of course activity (including those recordings
prepared by an instructor), except students permitted to record as an accommodation under
2

Adapted from Dr. Omiunota Ukpokodu

Section 240.040 of the Collected Rules. All other students who record and/or distribute audio or
video recordings of class activity are subject to discipline in accordance with provisions of
Section 200.020 of the Collected Rules and Regulations of the University of Missouri pertaining
to student conduct matters.
Those students who have written permission from the course instructor to record are not
permitted to redistribute any audio or video recordings of statements or comments from the
course to individuals who are not students in the course without the express permission of the
faculty member and of any students who are recorded, including those recordings prepared by an
instructor. Students found to have violated this policy are subject to discipline in accordance with
provisions of Section 200.020 of the Collected Rules and Regulations of the University of
Missouri pertaining to student conduct matters.
Students with DisabilitiesTo obtain disability related accommodations and/or auxiliary aids,
students with disabilities must contact the Office of Services for Students with Disabilities
(OSSD) as soon as possible. To contact OSSD, call (816) 235-5696. Once verified, OSSD will
notify the course instructor and outline the accommodation and/or auxiliary aids to be provided.
For more information go to: http://www.umkc.edu/disability/
Academic Honesty - The Board of Curators of the University of Missouri recognizes that
academic honesty is essential for the intellectual life of the University. Faculty members have a
special obligation to expect high standards of academic honesty in all student work. Students
have a special obligation to adhere to such standards. Academic dishonesty, including cheating,
plagiarism or sabotage, is adjudicated through the University of Missouri Student Conduct Code
and Rules of Procedures in Student Conduct Matters
(http://www.umkc.edu/catalog/Academic_Honesty.html).
The University of Missouri outlines Student Conduct expectations and sanctions for violations,
including academic dishonesty (like plagiarism and cheating). For more information see:
http://www.umkc.edu/catalog/Student_Conduct.html
Attendance Policy UMKC Attendance Policy
English ProficiencyStudents who encounter difficulty in their courses because of the English
proficiency of their instructors should speak directly with their instructors. If additional
assistance is needed, they may contact the UMKC Help Line at 816-235-2222 for assistance.
Withdrawal dates The University has very specific guidelines on withdrawing from classes.
There are important financial and assessment implications of trying to drop a course after the
deadline. The Registration and Drop Dates Schedule can be found at:
http://www.umkc.edu/registrar/registration/registration-dates.asp.
Grievance procedures

10

The School of Education has policies in place for assisting students with concerns and
grievances. The General Grievance / Complaint Policy can be found here:
http://education.umkc.edu/CurrentStudents/StudentGrievances.html
The School of Education procedure for a grade appeal may be found at: School of Education
Grade Grievance Procedure. If you have other concerns, you should follow a similar
process. The first step is to meet with the course instructor. If there is no satisfactory resolution
of the problem, you may bring your concern to the Division chairperson. We recommend that
you send the chairperson your concern in writing and request a meeting. If the chairperson is
unable to resolve the issue, your next step would be to contact Assistant Dean Christine
Timmerman. Once again, we recommend that you send your concern in writing and follow-up
with a request for a meeting. Discrimination Grievance Procedures for Students can be found
here: http://www.umsystem.edu/ums/rules/collected_rules/grievance/ch390/grievance_390.010
Campus Safety
Inclement weather, mass notification, and emergency response guide:
http://www.umkc.edu/umkcalert/
Statement on Discrimination, Intimidation, and Sexual Harassment
It is the policy of the University of MissouriKansas City to provide an educational and working
environment that provides equal opportunities to members of the University community. In accordance
with federal and state law and University policy, the University prohibits unlawful discrimination based
on race, color, sex, religion, national origin, age, disability, sexual orientation and veteran status.
Furthermore, sexual misconduct and sexual harassment in any form will not be tolerated and individuals
who engage in such conduct will be subject to disciplinary action. The University also prohibits
discrimination based on sexual orientation.
These procedures which are governed by university policy apply to all university administrators, faculty,
staff, students, visitors and applicants for employment or admission and are to be used in support of
university antidiscrimination policies. For more information, see:
http://www.umkc.edu/diversity/documents/complaintprocess.pdf

Statement on Microaggressions
The Counseling and Educational Psychology faculty at UMKC values cultural diversity (broadly
defined), inclusivity, and social justice. Although multicultural competence is never fully
achieved, we expect and encourage students to continually reflect upon and discuss their diverse
identities, worldviews, assumptions, and biases. In this growth process, you may experience or
deliver microaggressions. Microaggressions are brief and commonplace daily verbal or
behavioral indignities, whether intentional or unintentional, that communicate hostile,
derogatory, or negative slights and insults that potentially have a harmful or unpleasant
psychological impact on the target person or group. Microaggressions tend to be subtle and
indirect, and often occur in situations where there are alternate explanations. Microaggressions
represent unconscious and ingrained biased beliefs and attitudes. Because we live in a world
characterized by privilege and oppression, we have all personally experienced AND delivered
microaggressions (many times these acts are out of our awareness). If you believe you have
experienced a microaggression(s), the CEP faculty encourage you to gain support in whatever
way this may look for you. It can be helpful to discuss such experiences with the offending
11

individual, but we also realize that for a variety of reasons this may be difficult (e.g., power
differentials). Thus, we encourage you to share such experiences with someone whom you trust
and can provide you the support that you need. If you need additional support or intervention,
please know that you may inform a CEP faculty member. If you believe that you have delivered
a microaggression(s), we encourage you to reflect on this encounter and potentially have a
dialogue with the individual(s) you may have hurt or offended. If you are approached about
having delivered a microaggression, again, we encourage sincere and non-defensive reflection
and reactions. Such instances, although potentially uncomfortable, are opportunities for
growthmany times both intra- and interpersonally.

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School of Education Competencies & Professional Standards

SOE Conceptual Framework Competencies
SOE Competencies
NCATE Standards
NCATE Standards
MoSPE Standards
MoSPE Teacher Standards
MoSPE Leader Standards
MoSPE Superintendent Standards
MoSPE School Counselor Standards
Counseling & Guidance
MCAC
EdS Program Goals

School Counseling:
MoSPE School Counselor Standards
MoSPE School Counselor Standards Continuum
NCATE Standards
SC Goals 2011
SC Goals 2013
SC Dispositions
ASCA Performance Standards
Counseling Psychology
CP Goals

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