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Pupil Personnel Services Credential Program
School Counseling

Reviewers Preliminary Findings – Dated January 8, 2021 (PDF)

1. Program Summary

Exhibit 1.1 Program Design

Program Design

Leadership within the credential program

The Pupil Personnel Services (PPS) Credential Program in School Counseling is offered in the Department of Counseling, Special Education and Rehabilitation (CSER) and abides by the policies, bylaws and procedures vested in the Kremen School of Education and Human Development (KSOEHD) at California State University, Fresno (CSUF). The Dean of the KSOEHD serves as the Chief Administrative Officer and reports directly to the Provost.

The CER Department offers three Master’s programs: MS in Marriage, Family, and Child Counseling (MFCC); MS in Clinical Rehabilitation and Mental Health; and MS in Counseling. The MS in Counseling has two programs and a credential: School Counseling; Student Affairs and College Counseling; and the Pupil Personnel Services Credential.  There is a coordinator for each program.  The coordinator for the PPS program coordinators both the MS program and the PPS program.  The coordinator is nominated by the program faculty and approved by the Dean. The coordinator works closely with the Dean and the Department Chair, attends administrative meetings called by the Dean, the Associate Deans, and/or the Department Chair, and attends regular meetings of the Graduate Committee, and the Advanced Credential Committee within the KSOEHD. The coordinator carries the intent of the PPS/School counseling faculty to each of the meetings. The PPS Coordinator is in direct contact with the Commission on Teacher Credentialing and keeps faculty informed of changes and new items of interest. The PPS Coordinator is responsible for student recruitment and admission, recommendation for the credential, and also responsible for Field Supervision and providing coordination with school district administrators.

Communication within the credential program

Communication with PPS students is facilitated by yearly orientations (ex. new student orientation, culminating experience orientation, internship orientation, and exit orientation), regularly scheduled advisement, regular emails and updated information on the Department website and social media website. The PPS Coordinator in conjunction with full time faculty serves as advisors to provide support information. As PPS students progress through the program, faculty members serve as mentors, role models, and advocates. Communication is facilitated by the use of email list services that offer notice of approaching advising deadlines, scholarships, grants, and employment opportunities.

Structure of coursework and field experiences in the credential program and with the institution

The structure of the coursework and field experience is well sequenced. Students in both MS Counseling degree and PPS credential programs take a common core curriculum as a prerequisite for advanced graduate curriculum. For the PPS students, the advanced graduate curriculum includes a sequence of classes that is developed with the PPS Coordinator according to the student’s career goals. The sequence of classes includes the basic core curriculum, advanced specialization courses, practicum in counseling, field practice courses, and supervised experience in school counseling.

Program modifications over the recent two years

During the 2018 and 2019 academic years, the following are modifications: The PPS program began utilizing the cohort model, only admitting students in the Fall semester; a new coordinator was appointed after the previous coordinator finished her 3 year coordination term; re-establishing partnerships with local school districts; modified one of the course (Coun242 Parent Education, Pupil Advocacy, and Consulting) into a service learning course; have established and will offer a study abroad Coun242 course during the summer 2020; updated site contracts and other forms for Coun249 (Field Placement in School Counseling) and Coun208 (Practicum in Counseling); established a lead faculty for the field placement course, Coun249, to update forms and the syllabus to abide with accreditation.

Means for stakeholder input

Stakeholder input to the PPS credential program is systematic. Each semester, for every PPS student in the field practice class, systematic input is received from site supervisors in the form of three written evaluations: Field Practice Evaluation; Professional Disposition Evaluation; and Employer’s Evaluation. Each of the evaluations allow for stakeholder input regarding the quality of the preparation of students and provides for continuing input into the program. The PPS program desires to remain current with the changing school/community needs. The PPS credential program also gets inputs annually from an annual advisory board meeting and from various site supervisors. When courses are being changed, members from the advisory board are able to provide feedback.

Course of Study (Curriculum and Field Experience)

Description of the sequence of coursework

The 48-unit PPS credential coursework is available to full and part-time graduate students through a majority of late afternoon, evening, and on-line classes that are web enhanced or web based. The curriculum has benefitted from the development of the following School Mission that is included in all course syllabi and permeates the program: “The Mission of the School of Education and Human Development is “the recruitment and development of ethically informed leaders for classroom teaching, education administration, counseling, and higher education”. The curriculum includes nine units of three prerequisite courses. The prerequisites are followed by the 48-unit credential program curriculum. There are seven basic core courses which comprise 22-units, which in turn, are followed by 26-units of advanced specialization courses in K-12 school counseling. Included in the 26-units of advanced specialization are eight units of supervised field experience in a K12 school site. The supervised experience in counseling includes internships for a minimum of six hundred clock hours at two school levels (elementary/middle & high school). The six hundred clock hours can be translated into eight semester units with three hundred clock hours per four-unit class.

Coordination of coursework with field work

Coursework is well integrated with field experience. The PPS Coordinator provides leadership for the 48-unit program that serves to integrate the course work with the field experiences. The PPS Coordinator also provides linkages with district administrators, and on-site school counselors. The PPS Credential Program focuses on maintaining community partnerships with schools focusing on collaboration between university designated supervisors, district designated counselor supervisors, and professional advisory board members. Students uniformly regard their field experience as a positive experience that prepares them to work as professional K-12 school counselors. The lead instructor for Coun249 also assists the coordinator in revising forms and updating syllabus.

Types of coursework in critical areas

The field experiences are completed after the basic core, practicum, and advanced specialization courses. The PPS Credential Program requires that students complete the six hundred clock hours in at least two levels of experiences, grades K-8 and 9-12. Four hundred hours are completed in public schools. One hundred and fifty hours are devoted to issues of diversity.

Number and type of field placements

Students complete their placements mainly in the local school districts. They complete their fieldwork in elementary, middle and high schools. The sites are located in urban and rural areas. Students who live outside of Fresno County also sought internship experiences in their county.  Additionally, students also complete their internships at local charter schools and can accrue a maximum of 200 hours at local organizations serving K12 age students. Examples of the local school districts are Fresno Unified School District, Clovis Unified School District, Madera Unified School District and Sanger Unified School District.

Connection of field experience with coursework

Throughout the program, the focus is on the ASCA model and standards (ASCA Mindsets and Behaviors). Generic cases and specific case studies from field experience are presented and discussed to assist in building skills in counseling domains including individual, small and large group counseling, and guidance activities. Students also learn how to use data at their sites to analyze and advocate for their role in impacting positive student outcomes.

Field supervision, advisement, evaluation: frequency, type, from BOTH the program personnel and the district employed individual (master teacher) when required in a program.

Field supervision are provided by site supervisors weekly (1.5 hours a week for group supervision with not more than 4 interns; and, agrees to be available for the student when the need arises).  Upon completion of the course, the on-site supervisor will complete an evaluation of the student; this evaluation will be shared with the student and both parties will sign the agreement.  The program/university instructor for the field placement course meets the students enrolled as a group to provide feedback, guidance, support, and case staffing on a biweekly basis.  The program instructor is also available weekly for individual consultation and provides feedback on assignments.  The program instructor and site supervisor consults (face to face or telephone) when interns are not doing well at the site. 

Assessment of Candidates

How, when candidates are assessed for program competencies

To ensure student knowledge, skills, and competencies to be effective school counselors in the program has established a three-part system that assesses entry, tenure in the program, and completion of the program. Assessment of first phase “entry” utilizes the completed application packet to assess academic proficiency, knowledge of the profession, research, mental health, professional identity, English proficiency, writing proficiency, passing the CBEST and obtaining the certificate of clearance. The second phase “tenure in the program” utilizes Clinical Review, Graduate Writing Requirement, and Course Requirements to assess counseling knowledge and skills, writing competence, and professional knowledge and skills. The third phase “completion of the program” utilizes Culminating Experience, Field Placement, Employers Evaluation, and PPS Program Completion Form to assess the appropriate application of knowledge to counseling, writing competence, and the completion of all required credential program competencies.

What advice candidates receive about how they will be assessed in the program and informed of the results of those assessments

During the first orientation for new students, students are informed about the progress of evaluation and the Clinical Review Process during the semester they take the practicum course (Coun208). During the New Student Orientation and in the Department Student Handbook (posted on Department website), students are informed they will be assessed on their counseling skills, professional conduct/dispositions, and ethical behaviors throughout the program and can be referred to the Clinical Review Committee for remediation plans to help them succeed.  Instructors will first provide feedback/assessment to the students and when appropriate, a memo of understanding focusing on a remediation plan is developed to assist students who are experiencing difficulty in their coursework or in their fieldwork.  In cases where ethical (including concerns with dispositions, behaviors, and skills) and legal concerns cannot be addressed by the instructor, the student is referred to the Clinical Review Committee and may be referred to the University’s student conduct committee.  The Chair of the Clinical Review Committee will gather information from instructors and students and provide a plan based on findings.  The Clinical Review Committee oversees the completion of the goals set and informs students of final decisions.

All evaluations as stated above and remediation plans are kept in each student’s file so that the student, staff, and advisor can quickly assess the status of progress throughout the program of study.

Exhibit 1.1.1 Pathways Table

Location

Delivery Mode

Pathway

Fresno State Campus

In person

Traditional School Counseling K-12 Internship

2. Organizational Structure

3. Faculty Qualifications

Exhibit 3.1  Faculty Distribution Table

Faculty Distribution Table

Type of Position

Total Number of Faculty

Vacancies

Total

Full-time Tenure Track Faculty

11

1

12

Part-time Faculty

4

1

5

Part-time (Full Professors)

1

0

1

Total

16

2

18

Exhibit 3.2 Faculty List

Full-time, Tenure Track Faculty

Dominiqua M. Griffin, PhD, NCC
Full-time, Tenure Track

 

Gitima Sharma, PhD, PPS
Full-time, Tenured

 

Song Lee, PhD, LMFT, PPS
Full-time, Full Professor

 

Soua Xiong, PhD

 

Mandy Greaves, PhD, LMFT

 

Kyle Weir

Sergio Pereya

 

Jeff Crane

 

Jenelle Pitt

Yuleinys Castillo


Part-Time Faculty

 

Geni Bird, PPS
Part-time Faculty

 

Shimeka Conway, M.S., PPS
Part-time Faculty

Gregory Lomack, Ph.D., PPS
Part-time Faculty

 

Susan Ann Meadows
Part-time Faculty


Tenure Track Early Retirement (Part-time)

 

Albert Valencia, EdD, PPS
Full Professor, Part-time

 

Exhibit 3.3 Published Adjunct Experience and Qualifications Requirements

Adjunct Faculty

       Job Descriptions

       Online Advertisements

       Contract Language

http://www.fresnostate.edu/academics/facultyaffairs/procedures/temporary-appointments/index.html

Since the university does not require a vacancy to be posted for adjunct faculty, the department keeps a pool of interested applicants. The pool consists of applicants with relevant K-12 experiences and school counseling experiences. The applicants often have prior teaching experience and a clear understanding of the PPS credential. A committee consisting of the PPS Coordinator, a core PPS faculty member, and the Chair of the Department then interview the applicants before hiring. The university’s Temporary Faculty Appointment document states,

“If a department does not have a posted vacancy announcement, please contact the department for information on applying for the temporary pool. The university provides an on-line directory to search for departments and phone number. The below application will be required for new hires:

  • Temporary Faculty Application Form (rev 06/2019):  Submit an application, Curriculum Vitae (resume), cover letter, three current letters of recommendation to the department. Contact department for other materials required.
  • Academic Student Employees (rev 06/2019): Please refer to your department on required materials for submission. Please note: these positions are for current Fresno State students.”

Exhibit 3.4 Faculty Recruitment Documents

During the 2019-2020 academic year, the Department of Counselor Education and Rehabilitation had 1 vacancy for tenure track faculty but the search was approved for Fall 2020.

4. Course Sequence

Exhibit 4.1 Course Sequence

Published Course Sequence from Course Catalog 2019-2020

The link to the MS in Counseling/PPS courses can be found at:
https://fresnostate.edu/kremen/documents/CERHandbook.pdf

The course sequence for full-time MS in School Counseling and PPS students can be found on pages 24-25 and includes the following information customized for those participating in the PPS credential program, also listed in our Matrix:

http://fresnostate.edu/kremen/documents/Roadmap_School%20Counseling%20K-12PPSMatrix.pdf

MS in Counseling/PPS Course Schedule

Full-time Graduate (2.5-year Program):

Semester 1 (12 units)

Semester 2 (13 units)

Semester 3 (13 units)

Semester 4 (13 units)

Semester 5 (3 units)

  • COUN 298 or COUN 299 

5. Course Matrix

Exhibit 5.1 Course matrix

Exhibit 5.2 Table of subject-specific teaching performance expectations, if applicable.

Not Applicable 

6. Fieldwork and Clinical Practice

Exhibit 6.1 Fieldwork Hours Table

Fieldwork Hours Table

Program Requirement

Foundation Fieldwork

PPS Candidate Fieldwork

Total

Hours

100

600

700

PPS Diversity

 

Complete a minimum of 150 hours with at least 10 pupils ethnically different from self

150/10pupils

PPS Development Levels

 

Complete a minimum of 200 hours in at least 2 of the 3 levels

Minimum 2 levels/100 hrs

PPS School Based Hours

 

400 hrs

400

PPS Outside Hours

 

200 hrs

200

Total

100

600

700

Exhibit 6.2 Signed MOU or Agreements for Placements

Exhibit 6.3 Field Instructor Training

Exhibit 6.4 Candidate Placements

Program candidates are placed in schools in the surrounding region. Every effort is made by program faculty to ensure that candidates are in the best possible placement to support their development. As demonstrated by the data represented below, our region is home to some of the most diverse student populations in the state, meaning candidates in all programs have opportunities to develop as practitioners while working with students from diverse racial, ethnic, and socioeconomic backgrounds, as well as students with disabilities.
Demographics
Fresno County Kings County 
Madera County Tulare County 

Exhibit 6.5  Published Manuals, Handbooks or Advising Materials

The following published handbook provide information to district placement supervisors and candidates regarding expectations for field placement experience. This resource is available to all PPS candidates and their site based field instructors through the Kremen School website.

Exhibit 6.6 Fieldwork/Clinical Practice Syllabi

PPS Candidates participate in three semesters of field instructed practice. The foundation year is COUN 208 and requires 100 hours (20 hrs direct hours) over the semester. During the third and fourth semester in the program the students enroll in COUN 249 for their field placement and they are responsible for 600 hours over the course of those two semesters. 

Exhibit 6.6.1 Clinical Practice Assessment Instruments

7. Credential Recommendation

Exhibit 7.1 Description of Candidate Recommendation Process

Description of Candidate Recommendation Process 2019-2020

In the Department of Counselor Education and Rehabilitation, the determination of candidate competence is the responsibility of the PPS Coordinator, Dominiqua Griffin, in consultation with administrative, classroom and PPS field faculty.  Candidate progress is monitored in the following areas: verification of clearance to begin the PPS program; review of grades in all academic courses; completion of the PPS courses; review of field placement evaluations each semester; review of the PPS dispositions evaluation each semester; review of the PPS evaluation of field performance at the end of the program; and, review of the PPS Completion form at the end of the program.  See Exhibit 7.1.1 for the monitoring tool.  Students are required to maintain a grade point average of 3.0 and to achieve an overall performance rating of 80 percent or higher on all field performance evaluations in order to be recommended for the credential.

All students undergo a clinical review before internship, in which the Clinical Review Committee (school counseling program faculty and other department faculty members) reviews the student’s progress in the program, ability to operate as a counselor in sessions with clients, ethical standards, professional and personal dispositions. At any point of their program, students may be referred to the Clinical Review Committee for ethical, behavioral, academic, or other dispositional concerns.  Students who have earned the Master of School Counseling degree and have met all PPS program requirements  then submit the PPS Program Completion form.  The form and all requirements are verified by the PPS Coordinator.  Candidates meeting all requirements are recommended by the PPS Coordinator to the Credential Analyst for a PPS credential with authorizations in school counseling. 

Exhibit 7.1.1 Candidate Progress Monitoring Document

Exhibit 7.1.2 Blank IDP Form

Not Applicable