Praxis 5421 Professional School Counseling Review with Complete Solutions

Praxis 5421 Professional School Counseling Review with Complete Solutions Internal consistency Based on relationship of correlation Validity How well a test measures what it purports to measure Holland Theory that individuals are attracted to certain careers because of their personalities or backgrounds Foundation CSPSs; program focus: vision and mission statements; student competencies; professional competencies Management Use of time assessment; annual agreements; advisory councils; use of data to measure the results of program; curriculum and group plans; calendars; counselor competencies and program assessments Delivery Direct student services: core curriculum, individual planning, responsive services...Indirect: consultation and collaboration Accountability Analyze data from management section, how are students different as a result of the CSCP, performance of school counselor. Program evaluation, research, and assessment Helps professional school counselors analyze data Using data to measure impact of services Guide new programming Judge performance helps professional school counselors analyze data Time assessments and school data profile analysis are most effective as accountability tools for program evaluations Annual school-wide needs assessment and program evaluations would be considered an activity within accountability Wrap up: make sure program is effective use data to measure impact; evaluation National model themes Leadership, advocacy, collaboration, systemic change Leadership Supports achievement, advances delivery of CSCP, influence others Advocacy For student achievement, school/community collaboration, systems advocacy Systemic change Awareness, exploration, transition, emergence with new Kohlberg level of moral development 1. Pre-conventional: from society. 2. Conventional: internalize morals. 3. Post conventional: individual reasoning Use of wisc iv Measures general intellectual functioning -- verbal, perceptual, working memory, processing speed Formative stages Group identity and development Inventories Kuder, Strong Interest Inventory Types of data Outcome: Achievement, attendance, behavior, or safety data Process: # of students identified Perception: Attainment of competencies, changes in attitudes and beliefs Types of consultation Prescription, provision, initiation, collaboration, mediation Storming in Groups? Compete over roles in group; struggle