Charlene Alexander, Ph.D. Ball State University & Lin Metzger, M.S., LMHC

1. The Indiana Licensing and Mentoring Program for Beginning School Counselors and the ASCA National Model Charlene Alexander, Ph.D. Ball State University & Lin Metzger, M.S., LMHC Executive Director, ISCA

2. Agenda • Describe the development of the Indiana Mentoring and Assessment Program for- School Counselors (IMAP-SC) • Describe how Beginning School Counselors are Licensed in Indiana • Describe the process for Mentor Training • Describe the performance-based portfolio requirement for beginning school counselors and highlight the parallels with the elements of the ASCA National Model

3. Standards Timeline, Mentor, and Licensure Information • 1994 IPSB adopt performance-based standards for the preparation of Indiana educators • January 1998 First Indiana standards were adopted • May 1998 School Service Professional Standards were adopted. • November 2001 School Counselor Standards were adopted. • September 2003 Student Standards for Guidance were developed. • September 2003 Program Standards for Guidance were developed. • July 2004 Professional Growth Plan may now be used for license renewal.

4. Standards Timeline, Mentor, and Licensure Information • September 2005 Standards for Mentors of Beginning Counselors developed. • Nov. & Feb. 2006 Certification of First Group of School Counselor Mentor • Apr. & June 2006 Certification of Second Group of School Counselor Mentor • July 2006 School Counselors will now receive an Initial Practitioner License, which mandates a certified school counselor mentor. Portfolios will be scored after year two. • July 2008 School Counselor Portfolios to be scored.

5. Indiana Licensing Process for Beginning School Counselors Pursuant to Indiana Code 515 IAC 8-1-45 the beginning School Counselor must have: • (1) successfully met the standards for the school service professional and the specialty standards for school counseling adopted by the board as set forth in 515 IAC 11 [sic.]; • (2) successfully met all developmental standards adopted by the board as set forth in 515 IAC 11 [sic.]; • (3) obtained a master’s degree in school counseling or related field or, if already degreed, completed additional course work in a school counseling program from an institution of higher education that is approved by the board to offer such a degree;

6. Indiana Licensing Process for Beginning School Counselors (Cont. ) • 4) successfully completed all field experiences as set forth by the institution offering the counselor education program in both the content and all developmental levels; (5) been recommended by the licensing advisor of the accredited institution where the applicant’s approved qualifying program was completed. • At this time the Beginning School Counselor receives the Initial Practitioner License

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

8. Indiana Licensing Process for Beginning School Counselors (cont.) • (c) A teacher who holds the initial practitioner administrative (515 IAC 8-1-40 through 515 IAC 8-1-44) or school services license (515 IAC 8-1-45 through 515 IAC 8-1-48) may obtain the proficient practitioner license by completing the assessment during the second year of the initial practitioner license. (Advisory Board of the Division of Professional Standards; 515 IAC 4-1-5; filed Jun 7, 2004, 5:00 p.m.: 27 IR 3067) http://www.in.gov/legislative/iac/T05150/A00080.PDF • Retrieved: 6/5/2007.

9. Mentor Qualifications A counselor who... • Is licensed as a school counselor in the state of Indiana • Has at least 3 years of school counseling experience • Is open-minded and willing to learn new strategies • Is committed to helping others grow in the profession • Is able to build relationship and trust among colleagues • Understands professional growth is not a “one-shot-wonder”; becoming a certified mentor requires ongoing reflection and practice; there is “homework” throughout the entire year in order to engage in a “teach, practice, apply” strategy of learning • Is not currently a certified mentor • Is committed to completing the training

10. Process for Mentor Training • The Indiana Mentoring and Assessment Program for School Counselors (IMAP-SC) is designed to support beginning school counselors in their first two years as a school counseling professional. Individuals wishing to serve as a mentor to beginning School Counselors, who meet the following requirements, and are able to participate in 2 full days of training • After successful completion of the two-day training program, participants will be certified by The Division of Professional Standards to serve as school counseling mentors to beginning school counselors.

11. Session One and Two of Mentor Training • Overview of Mentor Standards • Review Standards for school Counseling Professionals • Review Components of the standards-based Portfolio • Describe Adult Learning • Criteria for Competent Mentor • Identify community resources for the Mentor and Mentee • Presentation of Portfolio Components

12. Portfolio Components Educational & Career Services • Developmental Guidance Instruction • Educational Development • Career Development Student Assistance Services 4. Counseling Strategies 5. Prevention Programming 6. Crisis Intervention Leadership 7. Advocacy for Students 8. Professional Growth

13. Educational & Career Services Component 1. Developmental Guidance Instruction Beginning school counselors develop, implement, and evaluate developmental guidance instruction for students that is based upon student guidance standards and indictors and aligned with local school improvement goals.

14. Developmental Guidance Instruction

15. Developmental Guidance Instruction • Action Plan: (include guidance standards and indicators that the beginning school counselor expects students to master) • Artifact: (showing data collected to evaluate degree of mastery) • Summary of Data: (showing degree of student mastery of guidance standard(s) and indicators related to the unit) • Optional--Related student achievement • Optional--Peer or mentor feedback from lesson observation

16. Developmental Guidance Instruction • Reflective Questions: • How did the student change as a result of this unit? • What evidence for healthy academic, career, and/or personal/social development do you see in this activity? • What worked and what didn’t work within the unit? • How did this unit support my school’s improvement plan and/or academic achievement goals? • What will I do differently next time?

17. Student Assistant Services Component 5. Prevention Programming Beginning School Counselors provide prevention programs and activities designed o promote healthy personal/social development. These activities may be done in collaboration with other educators or appropriate professionals, are based on student standards and indicators, and are aligned with local school improvement goals.

18. Prevention Programming Examples for any building level • Parent Education Program • Safe and drug free school program • Peer medication program • Other prevention programs

19. Prevention Programming Documentation Action Plan Artifact: showing data collected to evaluate student outcomes (e.g. student evaluation of peer mediation training) Summary of student outcome data Optional--related student achievement and/or student choice data Optional--peer and/or mentor feedback from observation of activity

20. Prevention Programming Reflective Questions: • How did the students change as a result of this activity? • What evidence for healthy academic, career, and/or personal/social developments to you see in this activity? • What worked and what didn’t work within the activity? • How did this unit support my school’s improvement plan and/or academic achievement goals? • What will I do differently next time?

21. ASCA National Model

22. IMAP/ASCA CROSSWALK

23. IMAP/ASCA CROSSWALK

24. IMAP/ASCA CROSSWALK

25. IMAP/ASCA CROSSWALK

26. Closing • Standards Based Assessment of Beginning School Counselors is possible! • Changing Licensing requirements to reflect best practice is also possible! calexander@bsu.edu Lsmetzger@kconline.com IMAP:http://www.doe.state.in.us/dps/beginningteachers/formsanddocs.html