| Assignment: Students are required to conduct 2 classroom
guidance presentations over the course of the semester. Fist, students
must identify the developmental level of students selected for their presentation
and consult with the classroom teacher about any special needs of the classroom
prior to the presentation. Both teacher and student must agree on
the topic to be presented in class. Students are to document the resources
they used in developing their classroom guidance lesson. Students are to
incorporate Cutbert "Cues to Classroom Guidance" in their presentation. Further,
students are to document how the IPSB Standards and Standards for School Counselors
were infused in the planning and delivery of their classroom guidance presentation. |
Assessment |
Distinguished |
Proficient |
Basic |
Unsatisfactory |
Performance |
Counseling student was able to effectively communicate goals of the classroom guidance presentation a fashion that was easily understood by all students |
Counseling student was able to communicate program goals. More attention to the developmental level of students was needed |
Program goals ineffectively communicated |
Counseling student did not state program goals |
Classroom Guidance Techniques |
Counselor effectively incorporated classroom guidance techniques into presentation. Student was able to document supporting knowledge base of effective classroom management techniques |
Counselor was able to incorporate classroom guidance techniques into presentation, Some support for knowledge base was documented |
Counselor was able to incorporate few classroom guidance techniques into presentation No knowledge base documented to support classroom instruction |
No evidence of effective classroom management techniques observed or documented |
Understanding of the Developmental Levels of Student Population |
Classroom Guidance artifact reflects an understanding of the developmental needs of the student population. Presentation is appropriate for the age, cognitive and social abilities of the students. |
Classroom Guidance artifact reflects some understanding of the developmental needs of the student population. Presentation is targeted towards a sub population in the class and not all students |
Classroom Guidance artifact reflects little understanding of the developmental needs of the student population |
No evidence presented to indicate that the students reflected on the developmental needs of the studies. |
Knowledge of Technology in Promoting Student Learning |
Classroom Guidance presentation was conducted utilizing appropriate forms of technology. Evidence that K-12 student population were supported in effective use of technology in the classroom |
Classroom Guidance presentation was conducted utilizing some technology. Some evidence of support provided for student learning |
Little evidence of use of technology provided in classroom guidance presentation |
No evidence of technology provided in classroom guidance presentation |
Evidence of School Counseling Student's Respect for the Dignity and Welfare of all Students |
Classroom Guidance lesson was conducted in a manner which respected the dignity and worth of all students. Reflective statements documented a personal tone. Student was able to reflect on her/his own abilities, values, biases in working with the student population |
Classroom Guidance lesson was conducted in a manner which respected the dignity and worth of all students. Reflective statements document some considerations of student's values, biases in working with this student population |
Little evidence provided to indicate that student adequately respected the dignity of all students. Does not adequately reflect on his/her own abilities struggles, values etc. when working with this population |
No evidence to indicate that student considered the dignity of all students in conducting or reflecting on the guidance presentation |