AAQEP Accreditation 2022
Standard 2f. Collaborate with colleagues to support professional learning
Data Sources and Analysis:
- COUN 242 Final Grades GPAs 2018-2020
- COUN 242 Syllabus Fall2019
- Site Supervisor Satisfaction Survey 2021
COUN 242 Final Grades
This assessment provides information on students’ knowledge in collaborating.
Towards the end of their program, candidates enroll in COUN 242: Parent Education, Pupil Advocacy, and Consulting, a course that focuses on current theories and methods of parent education, pupil advocacy, and consulting.
The final assignment candidates complete is a collaborative project and presentation. In order to be successful, candidates must collaborate with one another to develop a comprehensive program/initiative that will tackle an issue in a K-12 school. The candidates are given a fictitious budget of $1,000,000 and they work in groups to create a proposal with a workshop, program, timeline, and budget. The candidates' final grades are shared among group members.
Perspective Captured from Data Source: Faculty
Rationale for using Data Source:
Because candidates are working together with their colleagues to develop their comprehensive plan, the assignment gives them the opportunity to practice collaborating with others in order to support their professional learning. The expectation is that they will be able to build on this experience when they are out in their careers as school counselors.
Specific Element of Data:
Because this is a major assignment for the course, we are using the final course grade.
Definition of Success:
The program expectation is that all candidates will earn an A in the course.
|Fall 2018||Spring 2019||Fall 2019||Fall 2020|
GPA= 95.1= A
Interpretation of Findings:
Based on final course grades from four cohorts of candidates, all were successful. However, the measure used to evaluate candidates’ ability to collaborate with their colleagues to support their professional learning is problematic as that is just one element of this assignment.
In the future, an analytic rubric will be created that includes sections to assess candidates’ ability to collaborate with others to support their professional learning. Additionally, rather than using the course grade to evaluate candidates’ abilities in this area, just the corresponding section of the rubric will be used.
Site Supervisor Program Evaluation Survey
Each year, site supervisors are invited to rate candidates based on their perceptions of how well the program guided their development of knowledge, ability, and understanding to work in K12 institutions with students and their families. Site supervisors rate candidates from 1-4, with 1 being least satisfied and 4 being most satisfied. They are also provided with an opportunity to narrate specifics of the strengths and weaknesses of the program in developing the school counselors they have observed.
Perspective Captured from Data Source: Site Supervisors
Rationale for using Data Source:
The Site Supervisor Program Evaluation Survey provides very useful information to the program as it captures the perspectives of K-12 individuals who observe our candidates in action during their field placement experiences. Although these observations take place while candidates are still in the credential program, we believe that the site supervisors’ perspectives are helpful for learning overall programmatic strengths and challenges.
Specific Elements of Data Source:
The following item, relevant to 2f, was selected:
- Q16 - Please indicate your level of satisfaction with your student's educational preparation on a scale of 1- very dissatisfied to 5-very satisfied, regarding collaborating with colleagues to support professional learning.
Full Dataset: Site Supervisor Satisfaction Survey 2021
2021 Site Supervisor Ratings of School Counseling Program (n=11)
Please indicate your level of satisfaction with your student's educational preparation on a scale of 1- very dissatisfied to 5-very satisfied, regarding establishing goals for their own professional growth and engaging in self-assessment, goal setting and reflection.
|1||1- very dissatisfied||0.00%||0|
|2||2- somewhat dissatisfied||0.00%||0|
|4||4- somewhat satisfied||18.18%||2|
|5||5- very satisfied||72.73%||8|
Interpretation of Results:
The mean score for Site Supervisors’ level of satisfaction regarding candidates’ ability to collaborate with colleagues to support professional learning is 4.64/5. Overall, the site supervisors were mostly satisfied with the way the program prepared candidates to collaborate with their colleagues.
The students averaged an A in the COUN 242 course and they received extensive training and opportunities to collaborate. Since the Site supervisors averaged 4.64/5 in this area, we will be intentional in creating ways for students to learn how to collaborate and partner with other stakeholders.
The COUN 242 course has been restructured and is now scheduled to run as COUN 242S- indicating that it is a service learning designated course. The students will serve as consultants and work with school leaders in Fresno Unified School District (FUSD). FUSD will identify a systemic need at one of the K-12 schools, or across the district, and the COUN 242S students will collaborate with the district to support the development of a program that will target the issue and improve outcomes for K-12 students. This course will add an additional 23 hours of practical experience for students to receive hands-on training as it pertains to partnerships and collaborations.
To evaluate our efforts in this area, we plan to add items related to collaborating with professional colleagues to the Completer Survey and will continue to administer the survey to program alumni.