Friday, September 19, 2014

Robin Ryan is a top career coach with over 1000 TV and radio appearances, including Oprah, the Dr. Phil Show, NBC Nightly News, Fox News, and CNN. She's also the best-selling author of 60 Seconds & You're Hired!, What to Do with The Rest of Your Life, Winning Resumes, and Winning Cover Letters.


Monday, September 15, 2014

www.futureeducation.com

http://www.futureofeducation.com/group/rscon-2014-volunteers

Friday, September 12, 2014

YouCanGo! features video and transcript testimonials of students who, while facing many obstacles, managed to apply and go to college. It challenges students to “take the pledge”— to make a commitment to go to college

NETWORK! National Alliance of Black School Educators
310 Pennsylvania Avenue SE

Washington, DC 20003

Telephone: 

202-608-6310 /

800-221-2654




Free Additional Score Reports
Students who are eligible for fee waivers can use their
additional score report credits at registration or after
they receive their scores.They receive a total of four
credits in their testing lifetime no matter how many times
they register. Additional score report credits are applied
automatically; students send them just as they would send
other score reports (online is the easiest way). They can also
track their use of additional score report credits through their
online accounts.If an eligible student has not used a fee waiver to register, she or he will need to enter a fee-waiver code on the screen or paper score report order form to apply the additional score
report credits. For more information on how students can send score reports, go to collegeboard.org/satscorereports

GRE® revised General Test

The GRE® Subject Tests are administered in a paper-delivered format. Total testing time is 2 hours and 50 minutes. There are no separately-timed sections.
The Subject Tests are described below:
https://www.ets.org/gre/subject/about/fees/reduction/

For National Programs in the United States

GRE Fee Reduction Certificates/Vouchers are also made available to the following programs:
  • Gates Millennium Scholars Program
  • GEM: National Consortium for Graduate Degrees for Minorities in Engineering and Science Program
  • PREP: Postbaccalaureate Research Education Program
  • Ronald E. McNair Postbaccalaureate Achievement Program (The McNair Scholars Program)
  • Project 1000 Program
  • Ronald E. McNair Postbaccalaureate Achievement Program (The McNair Scholars Program)

At ETS we believe that the cost of taking a GRE® test should not be a barrier to graduate study. ETS provides the fee reduction program for individuals who demonstrate financial need and for national programs in the United States that work with underrepresented groups.  GRE Fee Reduction Certificates on a first-come, first-served basis that are available for college seniors and unenrolled college graduates who meet eligibility requirements. A Fee Reduction Certificate may be used for one GRE® revised General Test and/or one GRE® Subject Test. Individuals meeting the eligibility requirements will be required to pay 50 percent of the full test fee. To be eligible, you must be a U.S. citizen or resident alien who is a college senior or an unenrolled college graduate. College seniors must be: receiving financial aid through an undergraduate college in the United States, American Samoa, Guam, 
U.S. Virgin Islands or Puerto Rico, and a dependent, who has an Institutional Student Information Report (ISIR) that shows a parental contribution of not more than $1,500 for the senior year, or self-supporting and have an ISIR that shows a contribution of not more than $1,900 for the senior year 
Unenrolled college graduates must:
have applied for financial aid
have an ISIR that indicates self-supporting status and a contribution of not more than $1,900
To apply for a GRE Fee Reduction Certificate:
Contact your financial aid office to see if you qualify.
Once your eligibility is established, the financial aid office will issue you a Fee Reduction Certificate and a copy of your ISIR. Follow the instructions on the certificate. Allow up to three weeks for processing and mail delivery.




http://origin-www.seussville.com/OTPScholarship/

Students using fee waivers for the SAT and SAT Subject Tests 
can learn more about scholarship opportunities and financial aid 
processes, including CSS/Financial Aid PROFILE®, the financial 
aid application service of the College Board, at 
collegeboard.org/scholarships.



Common Knowledge Scholarship Foundation (CKSF)

www.cksf.org/


Tuition Back Scholarships — TuitionBack.org



www.tuitionback.org/
What are Tuition Back Scholarships?


Tuition Back Scholarships give college students an opportunity to earn their "tuition back" by taking online quizzes designed to help them review and prepare for exams. Course specific quizzes are offered each semester and are scored on time and accuracy. At the end of each semester, the high scorer from each course wins a scholarship to cover tuition for that class.

MORE! MORE1 & MORE TIPS FOUND IN JOHN & MARIAH BEAR'S

Bears Guide to Earning Degrees by Distance Learning Paperback – January 1, 2006

Tuesday, September 9, 2014

Free Resources /Free Homeschool ID Card

http://www.homeschoolbuyersco-op.org/homeschool-classifieds/

Free Homeschool ID Cardhttp://www.homeschoolbuyersco-op.org/homeschool-id/

Financial TV- Campus Links

http://hccfl.financialaidtv.com/

Monday, September 8, 2014

How Do Online AP Courses Work?

Online Advanced Placement (AP) courses are very much like regular AP classes. You have a teacher, receive a syllabus, complete reading and homework assignments, read or listen to lectures, take exams, etc. The difference is that you take the course online at home or school.
A well-thought-out online course includes a combination of presentations, audio, video, animations, and discussions. Communication between teachers and students is done through online discussions, e-mail, and sometimes over the phone.

How Do You Find Online AP Courses?

  • Find out what AP options are available at your high school. Many high schools purchase or lease online AP courses from private firms. If your school is not participating in such a program, ask your teacher or counselor for recommendations.
  • Look at state-based programs. Most states have "virtual academies" that offer online courses, including AP. Visit your state's department of education website for details.
  • Consider courses offered by colleges and universities. Some universities, such as University of California, Northwestern, and Stanford offer online learning programs that include AP courses. Often, only state residents are eligible for these programs, or students must score high enough on a qualifying exam before they can enroll. Be sure to check with the program or your counselor to make sure you qualify.

http://oldweb.icindiana.org/pal/index.asp

Take AP Online

 

  • Print
  • E-mail

Can't get an AP course you want? Or fit an AP course into your schedule? Here's how to find AP courses you can take online.

http://www.collegedata.com/cs/content/content_getinarticle_tmpl.jhtml?articleId=10029





To learn more about the colleges in your match results, view the CollegeData College Profiles — the best collection of information about more than 2,000 U.S. colleges and universities on the Web!

CTL.aspx Core Transfer Library (CTL)/Student Passport CollegeTransfer.net

http://www.collegetransfer.net/

http://www.transferin.net/
Import Your Course History ;Free storage center to upload documents.

http://www.collegetransfer.net/Search/tabid/159/Default.aspx



Use this search to find transfer friendly institutions.  Not all schools are listed in our transfer profile database.   Because the ones that are listed, are the ones promoting their transfer information to CollegeTransfer.Net.
When a school promotes their transfer information, it starts with the transfer profile.  The transfer profile highlights important elements that describe the academic and transfer policies along with the services for students who are contemplating transfer.  CollegeTransfer.Net keeps track of transfer profile views and requests for information tracking popularity

Use this search to find out if institutions have transfer agreements with one another.  Transfer Agreements are pre-arranged by sending and receiving schools usually by department, program and major.

Transfer agreements, transfer guides or articulation agreements are formal arrangements published between two institutions that define how courses taken or degrees earned at one institution can satisfy degree requirements at another institution.  Search over 18,000 agreements online.

Use this search to find out how specific courses taken at one institution will transfer to another institution.  This data is published by institutions and updated to help you see how prior learning will transfer.

An equivalent or transferable course is a course taken at one college or university that can be used for course credit at another institution.  CollegeTransfer.Net has over 3 million course decisions to search by college and university including credit by examination for AP, CLEP and  DSST


Use this search to find course information including Id, titles and descriptions for any degree-granting institution in the United States.

You are able to search for a particular institution's courses, courses in a geographic location and keywords in the title or description of the course.  You can also drill down on selected courses for equivalencies in and out.


http://www.collegetransfer.net/Search/tabid/159/Default.aspx

https://www.collegetransfer.net/MyPassport/MyStorageCenter/tabid/95/default.aspx


 The first step in transferring to Any College is creating a Student Passport in CollegeTransfer.net. Creating a Student Passport account will let you do the following: Quickly compile your academic course history in one place and keep it safe. Combine transcripts from multiple schools and educational providers. Put your academic course history to work. Let it help you find the best institution. Easily compare transferability using Course Equivalency Maps generated on your behalf. Notify Any College of your interest and share your academic course history with them. Upload reference letters, essays and other documents in a storage center that can be sent to Any College or other institutions on your behalf.http://www.collegetransfer.net/PlanMyTransfer/tabid/3478/Default.aspx?institutionId=4393





Course Equivalency Map http://www.collegetransfer.net/Home/InsideCTNet/StudentPassport/CourseEquivalencyMaps/tabid/946/default.aspx


http://www.transferin.net/ctl.aspx
http://www.transferin.net/Libraries/Site_Documents/Printer_Friendly_CTL.sflb.ashx
http://www.transferin.net/Advisor-Counselors.aspx

http://www.transferin.net/Libraries/Site_Documents/Transfer_Contacts_for_TransferIN_website_11-20-2008.sflb.ashx
http://www.cael.org/home
More College Credit- Adult Learning (Linking Learning & Work)
Consulting (http://www.cael.org/What-We-Do/Consulting)

Consulting to Address Specific Challenges


Consulting for Colleges and Universities

As a college or university administrator, you may think about:
  • Goals for Your Adult Student Population
  • Marketing to and Recruiting Adult Students
  • Retaining and Graduating More Adult Students
CAEL keeps all of this in mind and creates a customized solution that supports your goals and helps your adult students succeed.
Consulting for Employers As an employer, you have your own unique concerns:
  • Identifying workforce competency and skill gaps that impact your bottom line
  • Finding efficient ways to use training and tuition dollars to develop vital competencies
  • Moving front-line employees into new and different roles
  • Facing an employee retirement bubble that may leave you scrambling to fill mission-critical positions
CAEL’s customized consulting solutions focus on your unique concerns and bring an in-depth understanding of how to help adults learn and excel in their work.
Consulting for Workforce Developers As a workforce developer, you may be concerned about:
  • Identifying what new skills your target industries need
  • Recognizing knowledge and skill gaps that training and education can fill to help job seekers link to careers with long-term stability
  • Leveraging your talent development system to spur economic growth
  • Improving your connections with employers to help satisfy their workforce needs
  • Uncovering hidden job seeker skills that may set them on the path to employment
CAEL crafts customized consulting solutions based on full knowledge of how employers and higher education systems influence the success of adults seeking further education.




The requirements for most associate's and bachelor’s degree programs include general or free electives which can be satisfied by taking courses you choose. Credit hours generated by courses listed in the CTL will satisfy these requirements, up to the credit hour limit set for the particular degree program. For example, a student enrolled in a bachelor’s degree program requiring nine semester hours of electives may select any three, three-credit courses listed in the CTL, from any public campus, to meet this requirement.
Most CTL courses will also count for specific course requirements in degree programs. For example, assume a student is enrolled in a bachelor’s degree program requiring an American History I course. That student can take any course listed in the CTL under American History I, from any public campus, and have that course apply toward meeting the student’s degree requirements, in the same way as the equivalent American History I course on that student’s home campus. Likewise, students planning to transfer can be assured that the American History I course they’ve taken at their current campus will apply in the same way as the American History I course at their new campus.
Ivy Tech Community College of Indiana and Vincennes University are only listed once under each course category in the CTL, since all Ivy Tech and VU courses will count in exactly the same way, irrespective of the campus at which the course was taken.
The transferability guarantee of the CTL applies to all courses offered after the effective date of the most current version of the CTL, July 1, 2007. In many cases, this guarantee also applies to courses offered prior to that date. Students, who have taken courses prior to the effective date, should consult an academic advisor. The Transfer Indiana web site (www.transferin.net) will provide additional information about transferability of this coursework.
Qualified high school students are eligible to take courses that will count toward meeting both high school diploma and college degree requirements. High school students, who wish to satisfy the Core 40 with Academic Honors Diploma requirement calling for dual high school/college courses resulting in six transferable college credits, are encouraged to choose dual credit courses from either the Core Transfer Library (CTL) or from the courses identified by the Independent Colleges of Indiana (ICI). Courses from both the CTL and ICI maximize transferability of credit for courses and also meet the dual credit requirements necessary for Core 40 with Academic Honors or Technical Honors. If students choose a dual credit course NOT on the CTL or courses identified by ICI, they should directly contact the college they plan to attend to see how that course can be used at that institution.  The CTL transferability guarantee also applies to dual credit courses, thus offering students maximum transfer options.
Indiana’s public colleges and universities developed the CTL in response to legislation passed in 2005. It will be updated on a continual basis.


INNOVATION!
http://www.cael.org/What-We-Do/Research-and-Innovation

Provide Access to Postsecondary Education
To make education systems truly inclusive, CAEL:

  • Conducts research and creates more efficient models to help adults attain degrees and credentials
  • Partners with postsecondary leaders and institutions to provide better service to adults in college

Research & Innovation

Barriers to learning prevent many adults from seeking the training or earning the degrees they want. These barriers can be financial, informational, or technological. Breaking them down requires constant learning, exploration, and development.

The Council for Adult and Experiential Learning (CAEL) conducts research and creates innovative solutions to achieve the following goals:





CREDIT CONSOLIDATION!!!!!!! CREDIT CONSOLIDATION!!!!!!!!


CREDIT BANKS

http://www.tesc.edu/military/army/Credit-Banking.cfm

Upon submission of the credit banking application and receipt of all official documents, Thomas Edison State College will consolidate all documents received into one official transcript, in accordance with academic policies.
Advantages of Credit Banking at Thomas Edison State College:
  • The Credit Banking fee entitles students to transcription services for one year. Fees are listed on the application below.
  • Upon receipt of all official transcripts, Thomas Edison State College will consolidate them within 14 business days into one official transcript.
How to get started:
  1. Complete the Nondegree Services Application
  2. Enclose the appropriate fee listed in section 2 of the Nondegree Services Application. You may pay by check, money order or indicate credit card information (including signature) on this Application.
  3. Mail the completed Application and payment to:
Office of the Registrar
Thomas Edison State College
101 W. State St.
Trenton, NJ 08608-1176
  1. Submit official college transcripts, military documents, college proficiency examinations, documentation of college-level corporate learning, American Council on Education (ACE) Registry transcript, or a FEMA transcript.
    • ACTFL Exams: Please note that TESC requires both an official American Council on Education (ACE) transcript as well as a notarized copy of the ACTFL score report for students seeking credit for the ACTFL OPI or WPT exams. The ACE transcript is needed to determine the amount of credit to award, and the ACTFL report is needed to determine the correct language.
      The ACE Online Transcript System website is https://www.acenet.edu/transcripts
    • For more information about submitting correct documentation, please visit the Office of the Registrar’s Sending Us Transcripts webpage.

For further information regarding Credit Banking, please contact TESC at (888)-442-8372.
1-60 Credits $532.00
61 plus Credits $768.00

NONDEGREE SERVICES- APPLICATION LINK


http://www.tesc.edu/documents/NondegreeServiceApp.pdf


http://www.rowan.edu/provost/registrar/forms/Credit%20Banking%20Credit%20Consolidation%20Rowan%20University.pdf

Credit Consolidation is a unique non-degree-seeking credential service available to students not currently engaged in Rowan University matriculated, degree granted programs. College level, accredited coursework reflecting enrollment, training, or knowledge evaluated by Rowan University, for such academic assessment tools as Credit by Examination, or credit recommendations approved by the American Council on Education, including recommendations for certificates, is acknowledged and recorded upon the official, non-degree-seeking level (consolidation) transcript; it is available in hardcopy - we do not offer a softcopy option.
Credits placed upon the consolidation transcript are permanent and are not removed. This credential allows the uniform recording of academic achievements from various universally recognized sources upon one official transcript. Foreign credentials, CEU credit, or courses you have actually taught are not eligible for transcription.
Fees associated with this service cover transcription of initial-application credits, and additional earned or evaluated credit, for one year. Requests for further credit transcription beyond one year are subject to an additional fee. Fees are non-refundable. Accordingly, it is appropriate to verify consolidation transcription adheres to receiving institution(s) requirements.
Credit Consolidation Fees
Application fee:* $50.00
Transcription of 1 – 60 credits: $300.00
Transcription of 61and over: $500.00
The Credit Consolidated fee for active Military Personnel, with no limit: $300.00
*Application Fee includes cost of initial official transcript
Not all evaluated credit from the non-degree-seeking level transcript may


http://militaryguides.acenet.edu/OccupationSearch.asp

http://academicgps.org/

http://www.collegetransfer.net/Home/InsideCollegeTransferNet/StudentPassport/tabid/965/Default.aspx
Course Equivalency Map http://www.collegetransfer.net/Home/InsideCTNet/StudentPassport/CourseEquivalencyMaps/tabid/946/default.aspx


http://www.transferin.net/ctl.aspx
http://www.transferin.net/Libraries/Site_Documents/Printer_Friendly_CTL.sflb.ashx
http://www.transferin.net/Advisor-Counselors.aspx

http://www.transferin.net/Libraries/Site_Documents/Transfer_Contacts_for_TransferIN_website_11-20-2008.sflb.ashx
http://www.cael.org/home
More College Credit- Adult Learning (Linking Learning & Work)
Consulting (http://www.cael.org/What-We-Do/Consulting)

Consulting to Address Specific Challenges


Consulting for Colleges and Universities

As a college or university administrator, you may think about:
  • Goals for Your Adult Student Population
  • Marketing to and Recruiting Adult Students
  • Retaining and Graduating More Adult Students
CAEL keeps all of this in mind and creates a customized solution that supports your goals and helps your adult students succeed.
Consulting for Employers As an employer, you have your own unique concerns:
  • Identifying workforce competency and skill gaps that impact your bottom line
  • Finding efficient ways to use training and tuition dollars to develop vital competencies
  • Moving front-line employees into new and different roles
  • Facing an employee retirement bubble that may leave you scrambling to fill mission-critical positions
CAEL’s customized consulting solutions focus on your unique concerns and bring an in-depth understanding of how to help adults learn and excel in their work.
Consulting for Workforce Developers As a workforce developer, you may be concerned about:
  • Identifying what new skills your target industries need
  • Recognizing knowledge and skill gaps that training and education can fill to help job seekers link to careers with long-term stability
  • Leveraging your talent development system to spur economic growth
  • Improving your connections with employers to help satisfy their workforce needs
  • Uncovering hidden job seeker skills that may set them on the path to employment
CAEL crafts customized consulting solutions based on full knowledge of how employers and higher education systems influence the success of adults seeking further education.




The requirements for most associate's and bachelor’s degree programs include general or free electives which can be satisfied by taking courses you choose. Credit hours generated by courses listed in the CTL will satisfy these requirements, up to the credit hour limit set for the particular degree program. For example, a student enrolled in a bachelor’s degree program requiring nine semester hours of electives may select any three, three-credit courses listed in the CTL, from any public campus, to meet this requirement.
Most CTL courses will also count for specific course requirements in degree programs. For example, assume a student is enrolled in a bachelor’s degree program requiring an American History I course. That student can take any course listed in the CTL under American History I, from any public campus, and have that course apply toward meeting the student’s degree requirements, in the same way as the equivalent American History I course on that student’s home campus. Likewise, students planning to transfer can be assured that the American History I course they’ve taken at their current campus will apply in the same way as the American History I course at their new campus.
Ivy Tech Community College of Indiana and Vincennes University are only listed once under each course category in the CTL, since all Ivy Tech and VU courses will count in exactly the same way, irrespective of the campus at which the course was taken.
The transferability guarantee of the CTL applies to all courses offered after the effective date of the most current version of the CTL, July 1, 2007. In many cases, this guarantee also applies to courses offered prior to that date. Students, who have taken courses prior to the effective date, should consult an academic advisor. The Transfer Indiana web site (www.transferin.net) will provide additional information about transferability of this coursework.
Qualified high school students are eligible to take courses that will count toward meeting both high school diploma and college degree requirements. High school students, who wish to satisfy the Core 40 with Academic Honors Diploma requirement calling for dual high school/college courses resulting in six transferable college credits, are encouraged to choose dual credit courses from either the Core Transfer Library (CTL) or from the courses identified by the Independent Colleges of Indiana (ICI). Courses from both the CTL and ICI maximize transferability of credit for courses and also meet the dual credit requirements necessary for Core 40 with Academic Honors or Technical Honors. If students choose a dual credit course NOT on the CTL or courses identified by ICI, they should directly contact the college they plan to attend to see how that course can be used at that institution.  The CTL transferability guarantee also applies to dual credit courses, thus offering students maximum transfer options.
Indiana’s public colleges and universities developed the CTL in response to legislation passed in 2005. It will be updated on a continual basis.


INNOVATION!
http://www.cael.org/What-We-Do/Research-and-Innovation

Provide Access to Postsecondary Education
To make education systems truly inclusive, CAEL:

  • Conducts research and creates more efficient models to help adults attain degrees and credentials
  • Partners with postsecondary leaders and institutions to provide better service to adults in college
The National Course Atlas http://www.collegetransfer.net/Home/InsideCollegeTransferNet/CourseAtlas/tabid/975/default.aspx


The National Course Atlas (www.courseatlas.com) is an online repository published annually with course offerings from 4,300+ colleges, universities, community colleges, corporate universities, schools and growing list of alternative education providers. The Course Atlas is the foundation database of CollegeTransfer.Net housing courses, course equivalencies, transfer guides and transfer profiles.
Preparing and publishing course offerings is a means to present detail curriculum to students, other institutions and advisors who reference the course offerings for planning and academic purposes. There are many reasons why an institution publishes course listings and catalogs. One major reason is to support those seeking to make comparisons when they need to assess learning comparability, applicability and articulation for transfer. Validation of course catalogs and course inventory in our National Course Atlas ensures a smooth import of course equivalency data and helps students, advisors and other institutions reference your academic offerings. Your courses can be viewed online and associated with course equivalency decisions made by your institution and others. In fact, through Web services, your courses and related course equivalencies can be viewed on smart phones like the iPhone, Windows7 Phones and Android through the AcademyOne's mobile app, the AcademicGPS. Please visit www.academicgps.com for more information on downloading the smart phone apps.
The National Course Atlas is primarily an online repository of currently offered courses. Yet, we do retain an archive of old courses by start and end date and the changes made to them as they evolve. This allows you to import courses on a snapshot as many times as you like. Each course reveals the detail course description and attributes. In addition, the course equivalencies can be accessed to help students seeking transferability disclosure. For instance, the screen below shows how a student enrolled in Drexel can discover comparable courses they may be able to take over the summer and transfer back to Drexel with advisor approval.
The Course Atlas houses over 3.5 million current college level course offerings from over 4,300 institutions of all types and the comparability links between the courses published by those same institutions. Historical course descriptions are not the focus of the Course Atlas, just like a collection of maps in an Atlas does not reveal old roads or bridges that have been taken down. Archival maps must be retrieved to find old roads, towns and cities as they once stood. The primary purpose of the Course Atlas is to afford the ability to compare current courses to allow a proactive focus on course planning.
The National Course Atlas is the only complete dataset offering a public index and search of associated college level course offerings. The repository offers free storage of course artifacts, including syllabi, which support academic assessment of prior learning through the tools offered by AcademyOne. All of the services and tools published on CollegeTransfer.Net utilize the Course Atlas.


http://www.courseatlas.com/

Compiled from 4,300 institution websites and catalogs. 3.5+ million Courses.
http://www.academicgps.com/
Browse our course catalog of more than 3.4 million course descriptions at over 3,000 colleges, and find alternatives for nearly 60,000 courses.

(Khanacademy.org), a nonprofit, is a free platform for original tutorial videos and assessments, and users earn virtual badges for mastering a given subject. Codecademy (Codecademy.com) offers free, hands-on online programming courses and exercises. Coursera (Coursera.org), a for-profit online educator, partners with colleges, universities and other institutions to offer courses that are free to take, but there is typically associated course work—graded via machine or by peers—and there might be a charge for an optional course-end certificate.

Research & Innovation

Barriers to learning prevent many adults from seeking the training or earning the degrees they want. These barriers can be financial, informational, or technological. Breaking them down requires constant learning, exploration, and development.

The Council for Adult and Experiential Learning (CAEL) conducts research and creates innovative solutions to achieve the following goals:





CREDIT CONSOLIDATION!!!!!!! CREDIT CONSOLIDATION!!!!!!!!


CREDIT BANKS

http://www.tesc.edu/military/army/Credit-Banking.cfm

Upon submission of the credit banking application and receipt of all official documents, Thomas Edison State College will consolidate all documents received into one official transcript, in accordance with academic policies.
Advantages of Credit Banking at Thomas Edison State College:
  • The Credit Banking fee entitles students to transcription services for one year. Fees are listed on the application below.
  • Upon receipt of all official transcripts, Thomas Edison State College will consolidate them within 14 business days into one official transcript.
How to get started:
  1. Complete the Nondegree Services Application
  2. Enclose the appropriate fee listed in section 2 of the Nondegree Services Application. You may pay by check, money order or indicate credit card information (including signature) on this Application.
  3. Mail the completed Application and payment to:
Office of the Registrar
Thomas Edison State College
101 W. State St.
Trenton, NJ 08608-1176
  1. Submit official college transcripts, military documents, college proficiency examinations, documentation of college-level corporate learning, American Council on Education (ACE) Registry transcript, or a FEMA transcript.
    • ACTFL Exams: Please note that TESC requires both an official American Council on Education (ACE) transcript as well as a notarized copy of the ACTFL score report for students seeking credit for the ACTFL OPI or WPT exams. The ACE transcript is needed to determine the amount of credit to award, and the ACTFL report is needed to determine the correct language.
      The ACE Online Transcript System website is https://www.acenet.edu/transcripts
    • For more information about submitting correct documentation, please visit the Office of the Registrar’s Sending Us Transcripts webpage.

For further information regarding Credit Banking, please contact TESC at (888)-442-8372.
1-60 Credits $532.00
61 plus Credits $768.00

NONDEGREE SERVICES- APPLICATION LINK


http://www.tesc.edu/documents/NondegreeServiceApp.pdf


http://www.rowan.edu/provost/registrar/forms/Credit%20Banking%20Credit%20Consolidation%20Rowan%20University.pdf

Credit Consolidation is a unique non-degree-seeking credential service available to students not currently engaged in Rowan University matriculated, degree granted programs. College level, accredited coursework reflecting enrollment, training, or knowledge evaluated by Rowan University, for such academic assessment tools as Credit by Examination, or credit recommendations approved by the American Council on Education, including recommendations for certificates, is acknowledged and recorded upon the official, non-degree-seeking level (consolidation) transcript; it is available in hardcopy - we do not offer a softcopy option.
Credits placed upon the consolidation transcript are permanent and are not removed. This credential allows the uniform recording of academic achievements from various universally recognized sources upon one official transcript. Foreign credentials, CEU credit, or courses you have actually taught are not eligible for transcription.
Fees associated with this service cover transcription of initial-application credits, and additional earned or evaluated credit, for one year. Requests for further credit transcription beyond one year are subject to an additional fee. Fees are non-refundable. Accordingly, it is appropriate to verify consolidation transcription adheres to receiving institution(s) requirements.
Credit Consolidation Fees
Application fee:* $50.00
Transcription of 1 – 60 credits: $300.00
Transcription of 61and over: $500.00
The Credit Consolidated fee for active Military Personnel, with no limit: $300.00
*Application Fee includes cost of initial official transcript
Not all evaluated credit from the non-degree-seeking level transcript may

How to Find and Interpret Occupations

http://militaryguides.acenet.edu/FindAndInterpretOcc.htm


PASSPORT TO NEW YORK

Current undergraduate and graduate students receive free admission at 34 museums through Passport to New York!
To gain FREE admission to the following museums you must have both:
- A current student CUID (indicates "Student" on the reverse of your ID card)
- A validation sticker for the current semester (to obtain a sticker visit the ID Center in Kent Hall for CU and Barnard students, 160 Thorndike Hall for Teachers College students, or 1-405C P&S for Medical School campus students)
At this time, the Passport discounts are only available to current undergraduate and graduate students. Passport to NY is brought to you by CUArts and the Office of the Provost.
Click on the museum logo below to open a pop-up window containing information on exhibits, hours of operation, directions, and more.
PROFESSORS, want to take your class to a museum? Advance registration is required, we can help you schedule a visit via ArtsLinkClick here to request a group visit for your class.


http://www.cuarts.com/freemuseums

Labels:

Sunday, September 7, 2014

50 Top Sources Of Free eLearning Courses

http://www.teachthought.com/learning/50-top-sources-of-free-elearning-courses/

Friday, September 5, 2014

TRANSFORMING AMERICAN EDUCATION LEARNING POWER/DOCTORATE OF EDUCATION IN TRANSFORMATIONAL LEADERSHIP AND COACHING



FEATURING 

WRIGHT UNIVERSITY
FOR THE REALIZATION OF HUMAN POTENTIAL

Ed.D. Programs

http://wrightgrad.edu/doctorate-education-transformational-leadership-coaching/



82 Quarter Credit Hours (139 including the 57 WGU Master’s Credit Hours)
The WGU Doctor of Education in Transformational Leadership and Coaching prepares graduates to apply their advanced scholar practitioner skills as leaders in a wide range of fields including coaching, education, business, training, and human services. Through the doctoral program, you build and employ the skills to bring out the best in yourself and those you lead and coach. As a graduate, you are trained to develop, implement, and assess transformational vision and strategy for individuals and—depending on your interest and experience for groups and institutions—facilitating the development of learning organizations and enhancing quality of life in a wide array of fields. You develop the skills to assess the current state and challenges of the individuals or groups you coach and/or lead, determine their vision and pathways to realize the vision, and facilitate the implementation and assessment of solutions to individual or organizational challenges using coaching and a wide array of leadership skills to motivate individuals and teams to their highest potential.
Upon successful program completion, you will be prepared to:
  • Coach others effectively and be versatile in drawing from different modalities including goal coaching, life coaching, transformational coaching, and primary relationship training.
  • Identify potential research and theoretical implications of events and phenomena in the domain of your profession, career, and industry.
  • Apply and integrate developmental theories, Adlerian theory, humanistic and existential theory, educational theory, neuroscience and other research in application and research.
  • Demonstrate skills of emotional and social intelligence and facilitate the development of emotional and social intelligence in those you lead and coach.
  • Utilize appropriate research design, methods, and resources.
  • Synthesize a wide array of theory and research in a coaching or leadership area of your choosing.
  • Summarize, evaluate, and critique an argument.
  • Receive and deliver feedback that results in demonstrable change.
  • Demonstrate characteristics of transformational leadership that result in motivating others to higher levels of performance.
  • Lead groups to effectively result in the growth of the individual members, build cohesion, and develop social and emotional intelligence.
  • Develop and deliver curriculum that educates, trains, and inspires others.
  • Demonstrate a clear, coherent academic writing style in your own voice.
     
Course #Course TitleQuarter Hours
AC311Advanced Developmental Approaches to Facilitating Human Emergence & Performance in Leadership & Coaching6
AC321Advanced Adlerian Approaches to Leadership & Coaching in Human Emergence & Performance6
AC331Existential & Humanistic Approaches Applied to Coaching & Leadership6
AC351Systems Assessment, Intervention & Design6
AC361Training Development Lab – Research & Design1
AC362Training Delivery Lab – Facilitation & Evaluation1
AC363Advanced Training Development Lab – Research & Design1
AC364Advanced Training Delivery Lab – Facilitation & Evaluation1
AC411Advanced Applied Transformational Group Leadership & Coaching I6
AC412Advanced Applied Transformational Group Leadership & Coaching II6
AC431Research Methodologies and Design I6
AC437Research Methodologies and Design II6
AC511Topic Research & Proposal Development8
AC600Dissertation22
PL09Emotional Intelligence Transformation Lab0
PL10Social Intelligence Transformation Lab0
TOTAL82

Completion of the Performative Learning trainings is a non-credit bearing graduation requirement for completion of the doctoral degree. The Performative Learning trainings are not offered by Wright Graduate University. They are offered through a consortium arrangement with the corporate entity Wright Business, Inc. (WBI). Information about the Performative Learning trainings is contained in the course description section. Costs associated with the Performative Learning trainings are contained in the Catalog Addendum.
The statute of limitations for program completion of the Ed.D. degree is four years from the first quarter of enrollment in the program (plus the length of any approved leaves.)
The dissertation process includes steps that are different from the other doctoral courses in the program. These include: 1) establishment of a dissertation committee, composed of two core faculty members and one individual from another appropriately accredited institution within the same subject matter; 2) development of a dissertation proposal, the creation of which is its own course, AC511; 3) approval of the research method and approach by WGU’s Institutional Review Board (IRB). There are no additional costs to the student for these steps.


Wright Graduate University for the Realization of Human Potential has been approved to do business in Wisconsin as a private school, subject to the provisions of Wisconsin Statutes 38.50 and all administrative rules adopted pursuant to the statutes.
Wright Graduate University is accredited by the Accrediting Council for Independent Colleges and Schools to award Master’s Degrees, Doctorate Degrees, and Graduate Certificates. The Accrediting Council for Independent Colleges and Schools is listed as a nationally recognized accrediting agency by the U.S. Department of Education and is recognized by the Council for Higher Education Accreditation.



http://www.schoolcounselor.org/files/EthicalStandards2010.pdf

Ethical Standards for School Psychologist
RESPONSIBILITIES TO STUDENTS

Professional school counselors:
a. Have a primary obligation to the students, who are to be treated
with dignity and respect as unique individuals.
b. Are concerned with the educational, academic, career, personal
and social needs and encourage the maximum development of every
student.
c. Respect students’ values, beliefs and cultural background and do
not impose the school counselor’s personal values on students or
their families.
d. Are knowledgeable of laws, regulations and policies relating to
students and strive to protect and inform students regarding their
rights.
e. Promote the welfare of individual students and collaborate with
them to develop an action plan for success.
f. Consider the involvement of support networks valued by the individual students.
g. Understand that professional distance with students is appropriate, and any sexual or romantic relationship with students whether
illegal in the state of practice is considered a grievous breach of
ethics and is prohibited regardless of a student’s age.
h. Consider the potential for harm before entering into a relationship with former students or one of their family members.


B. RESPONSIBILITIES TO PARENTS/GUARDIANS
B.1. Parent Rights and Responsibilities
Professional school counselors:
a. Respect the rights and responsibilities of parents/guardians for
their children and endeavor to establish, as appropriate, a collaborative relationship with parents/guardians to facilitate students’
maximum development.
b. Adhere to laws, local guidelines and ethical standards of practice
when assisting parents/guardians experiencing family difficulties
interfering with the student’s effectiveness and welfare.
c. Are sensitive to diversity among families and recognize that all
parents/guardians, custodial and noncustodial, are vested with certain rights and responsibilities for their children’s welfare by virtue
of their role and according to law.
d. Inform parents of the nature of counseling services provided in
the school setting.
e. Adhere to the FERPA act regarding disclosure of student information.
f. Work to establish, as appropriate, collaborative relationships with
parents/guardians to best serve student.

School psychology- http://en.wikipedia.org/wiki/School_psychology



Education


Unlike clinical psychology and counseling psychology, which often are doctoral-only fields, school psychology includes individuals with Master's (M.A., M.S., M.Ed.), Specialist (Ed.S. or SSP), Certificate of Advanced Graduate Studies (CAGS), and doctoral (Ph.D., Psy.D. or Ed.D.) degrees. In the past, a Master's degree was considered the standard for practice in schools, but the National Association of School Psychologists currently recognizes the 60-credit-hour Specialist degree as the most appropriate level of training needed for entry-level school-based practice. According to the NASP Research Committee (NASP Research Committee, 2007), in 2004-05, 33% of school psychologists possessed Master's degrees, 35% possessed Specialist (Ed.S. or SSP) degrees, and 32% possessed doctoral (Ph.D., Psy.D., or Ed.D.) degrees. Even though a doctoral degree is not required, you cannot get by with just a B.A. or B.S..

School psychology training programs are housed in university schools of education or departments of psychology; in Specialist degree programs, the former typically results in an Ed.S. degree, while the latter results in an SSP degree. School psychology programs require courses, practica, and internships that cover the domains of:
  1. Data-based decision-making and accountability;
  2. Consultation and collaboration;
  3. Effective instruction and development of cognitive/academic skills;
  4. Socialization and development of life skills;
  5. Student diversity in development and learning;
  6. School and systems organization, policy development, and climate;
  7. Prevention, crisis intervention, and mental health;
  8. Home / school / community collaboration;
  9. Research and program evaluation;
  10. School psychology practice and development; and
  11. Information technology Standards for Training and Field Placement, 2007.
Specialist-level training typically requires 3–4 years of graduate training including a 9-month (1200 hour) internship in a school setting. Doctoral-level training programs typically require 5–7 years of graduate training including a 12-month internship (1500+ hours), which may be in a school or other (e.g., medical) setting. Doctoral level training differs from specialist-level training in that it requires students to take more coursework in core psychology and professional psychology. In addition, doctoral programs typically require students to learn more advanced statistics, to be involved in research endeavors, and to complete a doctoral dissertation constituting original research.[22]
Doctoral training programs may be approved by NASP and/or accredited by the American Psychological Association. In 2007, approximately 125 programs were approved by NASP, and 58 programs were accredited by APA. Another 11 APA-accredited programs were combined (clinical/counseling/school, clinical/school, or counseling/school) programs (American Psychological Association, 2007). A list of school psychology graduate programs at all levels across the US can be found at the University of California Berkeley's website [1].

[edit]School psychology services

School psychologists are experts in both psychology and education. They provide many services that include the educational, emotional, social, and behavioral challenges that many children, youth, and young adults experience (typically ages birth to age 21 years). Children are their primary clients but they also work collaboratively with teachers, school administrators, parents, and community services to best serve children. School psychologists provide intervention and treatment to reach goals. They assist with trauma and crisis; work with children, teachers, and families to deal with hurdles that are preventing success; educate and expand skills to cope with problems. They utilize prevention and early intervention to limit troubles in children’s lives and in the school environment. School psychologists help create an equal and encouraging school, bring attention to mental health issues and develop ways to deal with issues individually and school-wide, they team up with teachers and parents to address effective behavior plans, and ensure acceptance and value of diversity. School psychologists administer assessments and address difficulties all students face in psychological, social, personal, emotional, and educational/learning development. They also review and revise techniques to deal with problems of students and in schools to maintain a good, safe setting. They provide consultation and case management by ensuring students’ needs are met; speak out for students in and out of the school; make sure all people involved with the student are aware of the needs of the student, what resources are available, and how to get the services; aid in the communication between parents, schools, and community services; and modify achievement plans to best meet needs of student. School psychologists seek assistance from community services in mental health, health, and crisis response; educate the public, parents, and schools through trainings on issues facing students and schools. Finally, School Psychologists are experts in research. As noted by the National Association of School Psychologists (NASP, 2007) and the American Psychological Association (APA, 2007), school psychologists adhere to the scientist-practitioner framework and make decisions based on empirical research. School psychologists must be aware of and contribute to the study of the best approaches to helping students, families, and schools reach their goals. Although school psychologists understand that schools are important in the lives of young people, not all school psychologists are employed in schools. Many school psychologists, particularly those with doctoral degrees, practice in other settings, including clinics, hospitals, forensic settings, correctional facilities, universities, and independent practice (ABPP, n.d.).

[edit]Nondiscriminatory Assessment Practices in School Psychology

The rapid growth in diversity of school districts in the United States has proven that there is an increasing need for new guidelines and standards to be put into practice in able to provide nondiscriminatory assessment procedures to students[23]. Although there is no clear-cut way to appropriately evaluate bias in the assessment of students who are culturally and linguistically diverse, the examiner must carefully consider each situation individually in order to develop an appropriate hypothesis that can be used in the testing procedure[24]. In developing a hypothesis the school psychologist must eliminate any personal or professional bias that may affect their ability to make informative decisions based on the psychometric data obtained during the assessment process[23]. Best practices prove that school psychologists who are culturally and linguistic competent are more effective in communicating to the individual or student in their native language and thus, eliminating the need for an interpreter[23]. The use of standardized testing also must be taken into account when assessing those who are of minority and lower socioeconomic status since they are so culturally loaded[23]. One must be able to recognize that the difference between the scores is not actually related to the ability or aptitude of the child, but to the incorrect interpretations that have been made based on the result of the scores and the significantly different standardized sample[23]. Another important factor in nondiscriminatory assessment is the ability for a school psychologist to recognize the difference in a bilingual assessment and how to assess bilingual individuals[23]. The apparent preference lies in using well-constructed, theoretically comprehensive, native language tests to non-native test takers rather than using limited and poor tests that are available in the test taker's native language[23].


Psychologists Work in Many
Different Industries

Because psychologists study human behavior and mental processes by observing, interpreting, and recording how people interact with each other and in various environments, they can find work in many different industries. But psychotherapy and counseling are just a piece of the puzzle; many psychologists are also involved in research, teaching, government, business—and even criminal justice. Here are just a few of the jobs you could get with the right credentials:
  • Clinical Research Coordinator
  • Counselor (Marriage, Family, Substance Abuse)
  • Crisis Counselor
  • Genetics Counselor
  • Gerontologist
  • Guidance Counselor/School Psychologist
  • Psychiatrist
  • Psychologist
  • Social Worker
  • Therapist

http://en.wikipedia.org/wiki/School_Counselor

school counselor is a counselor and an educator who works in elementary, middle, and high schools to provide academic, career, college access, and personal/social competencies to K-12 students. The interventions used include developmental school counseling curriculum lessons and annual planning for every student, and group and individual counseling.
Older, dated terms for the profession were "guidance counselor" or "educational counselor" but "school counselor" is preferred due to professional school counselors' advocating for every child's academic, career, and personal/social success in every elementary, middle, and high school.[1] In the Americas, Africa, Asia, Europe, and the Pacific, the terms school counselor, school guidance counselor, and guidance teacher are also used with a traditional emphasis on career development.[2] Countries vary in how a school counseling program and school counseling program services are provided based on economics (funding for schools and school counseling programs), social capital (independent versus public schools), and School Counselor certification and credentialing movements in education departments, professional associations, and national and local legislation.[2] The largest accreditation body for Counselor Education/School Counseling programs is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).[3] International Counselor Education programs are accredited through a CACREP affiliate, the International Registry of Counselor Education Programs (IRCEP)
In some countries, school counseling is provided by educational specialists (for example, Botswana, China, Finland, Israel, Malta, Nigeria, Romania, Taiwan, Turkey, United States). In other cases, school counseling is provided by classroom teachers who either have such duties added to their typical teaching load or teach only a limited load that also includes school counseling activities (for example- India, Japan, Mexico, South Korea, Zambia).[2] The IAEVG focuses primarily on career development with some international school counseling articles and conference presentations.[2]

In the United States, the school counseling profession began with the vocational guidance movement at the beginning of the 20th century now known as career development. Jesse B. Davis was the first to provide a systematic school guidance program. In 1907, he became the principal of a high school and encouraged the school English teachers to use compositions and lessons to relate career interests, develop character, and avoid behavioral problems. Many others during this time also focused on what is now called career development. For example, in 1908, Frank Parsons, "Father of Vocational Guidance" established the Bureau of Vocational Guidance to assist young people in making the transition from school to work.
From the 1920s to the 1930s, school counseling grew because of the rise of progressive education in schools. This movement emphasized personal, social, moral development. Many schools reacted to this movement as anti-educational, saying that schools should teach only the fundamentals of education. This, combined with the economic hardship of the Great Depression, led to a decline in school counseling. In the 1940s, psychologists and counselorsselected, recruited, and trained military personnel. This propelled the school counseling movement in schools by providing ways to test students and meet their needs. Schools accepted these military tests openly. Also, Carl Rogers' emphasis on helping relationships and a move away from directive "guidance" to nondirective or person-centered "counseling" influenced the profession of school counseling.
In the 1950s the government established the Guidance and Personnel Services Section in the Division of State and Local School Systems. In 1957, the Soviet Union launched Sputnik I. Out of concern that the Russians were winning the space race and that there were not enough scientists and mathematicians, the government passed the National Defense Education Act, spurring growth in vocational counseling through larger funding. In the 1960s, new legislation and professional developments refined the school counseling profession (Schmidt,[29] 2003).
The 1960s was also a time of great federal funding for land grant colleges and universities in establishing Counselor Education programs.[30] School counseling shifted from an exclusive focus on career development and added personal and social issues paralleling the rise of social justice and civil rights movements. In the early 1970s, Dr. Norm Gysbers began shifting the profession from school counselors as solitary professionals into having a comprehensive developmental school counseling program for all students K-12.[31] He and his colleagues' research evidenced strong correlations between fully implemented school counseling programs and student academic success; a critical part of the evidence base for the profession based on their work in the state of Missouri.[32] Dr. Chris Sink & associates showed similar evidence-based success for school counseling programs at the elementary and middle school levels in Washington State.
But school counseling in the 1980s and early 1990s was absent from educational reform efforts.[33] The profession was facing irrelevance as the standards-based educational movement gained strength with little evidence of systemic effectiveness for school counselors. In response,[34] consulted with elementary, middle, and high school counselors and created the ASCA Student Standards with three core domains (Academic, Career, Personal/Social), nine standards, and specific competencies and indicators for K-12 students.[35] A year later, the first systemic meta-analysis of school counseling was published focused on outcome research in academic, career, and personal/social domains.[36]
In the late 1990s, a former mathematics teacher, school counselor, and administrator, Pat Martin, was hired by The Education Trust[37] to focus the school counseling profession on closing the achievement gap that harmed children and adolescents of color, poor and working class children and adolescents, bilingual children and adolescents and children and adolescents with disabilities. Martin developed focus groups of K-12 students, parents, guardians, teachers, building leaders, and superintendents, and interviewed professors of School Counselor Education. She hired a school counselor educator from Oregon State University, Dr. Reese House, and they co-created what emerged in 2003 as the National Center for Transforming School Counseling (NCTSC).[38]
The NCTSC focused on both changing school counselor education at the graduate level and changing school counselor practice in local districts to teach school counselors how to prevent, intervene with, and close achievement and opportunity gaps. In the focus groups, they found what Hart & Jacobi[39] had indicated—-too many school counselors were gatekeepers for the status quo instead of advocates for the academic success of every child and adolescent. Too many school counselors used inequitable practices, supported inequitable school policies, and were unwilling to change.
This professional behavior kept many students from non-dominant backgrounds (i.e., students of color, poor and working class students, students with disabilities, and bilingual students) from getting the rigorous coursework and academic, career, and college access skills needed to successfully graduate from high school and pursue post-secondary options including college. They funded six $500,000 grants for six Counselor Education/School Counseling programs, with a special focus on rural and urban settings, to transform their school counseling programs to include a focus on teaching school counselor candidates advocacy, leadership, teaming and collaboration, equity assessment using data, and culturally competent program counseling and coordination in 1998 (Indiana State University, University of Georgia, University of West Georgia, University of California-Northridge, University of North Florida, and Ohio State University) and then over 25 other Counselor Education/School Counseling programs joined as companion institutions in the following decade.[37] By 2008, NCTSC consultants had worked in over 100 school districts and major cities and rural areas to transform the work of school counselors.
In 2002, the American School Counselor Association released the first edition of the ASCA National Model: A framework for school counseling programs, written by Dr. Trish Hatch and Dr. Judy Bowers (2003),[40] comprising key school counseling components: the work of Drs. Norm Gysbers, Curly & Sharon Johnson, Robert Myrick, Carol Dahir & Cheri Campbell's ASCA National Standards, and the skill-based focus for closing achievement and opportunity gaps from the Education Trust's Pat Martin and Dr. Reese House into one document. In 2003, the Center for School Counseling Outcome Research and Evaluation (CSCORE)[41] was developed as a clearinghouse for evidence-based practice with regular research briefs disseminated and original research projects developed and implemented with founding director Dr. Jay Carey. One of the research fellows, Dr. Tim Poynton, developed the EZAnalyze[42] software program for all school counselors to use as free-ware to assist in using data-based interventions and decision-making.
In 2004, the ASCA Ethical Standards for School Counselors was revised to focus on issues of equity, closing achievement and opportunity gaps, and ensuring all K-12 students received access to a school counseling program.[43] Also in 2004, Pat Martin moved to the College Board and hired School Counselor Educator Dr. Vivian Lee. They developed an equity-focused entity on school counselors' role in college readiness and admission counseling, the National Office for School Counselor Advocacy (NOSCA).[44] NOSCA developed research scholarships for research on college counseling by K-12 school counselors and how it is taught in School Counselor Education programs.
On January 1, 2006, the USA Congress declared the first week of February National School Counseling Week, which grew out of advocacy from ASCA members.
In 2008, the first NOSCA study was released by Dr. Jay Carey and colleagues focused on innovations in selected College Board "Inspiration Award" schools where school counselors collaborated inside and outside their schools for high college-going rates and strong college-going cultures in schools with large numbers of students of non-dominant backgrounds.[45] In 2008, ASCA released School Counseling Competencies focused on assisting school counseling programs to effectively implement the ASCA Model.[43][46]
Also in 2008, in support of the ASCA Model and new vision[47] school counseling, Dr. Rita Schellenberg introduced standards blending as a cross-walking approach to align school counseling with the academic achievement mission of schools as well as two data-based reporting systems, SCORE and SCOPE.[48][49][50]
In 2009, NOSCA released a national study under the leadership of Dr. Vicki Brooks-McNamara addressing the school counselor/principal connection with specific recommendations for best practices in collaborative leadership in school counseling.
In 2010, the Center for Excellence in School Counseling and Leadership (CESCAL) co-sponsored the first school counselor and educator conference devoted to the needs of lesbian, bisexual, gay, and transgendered students in San Diego, California.[51]
In 2011, Counseling at the Crossroads: The perspectives and promise of school counselors in American education, the largest survey of high school and middle school counselors in the United States (over 5,300 interviews), was released by the College Board's National Office for School Counselor Advocacy, the National Association of Secondary School Principals, and the American School Counselor Association. The study shared school counselors' views on educational policies, practices, and reform, and how many of them, especially in urban and rural school settings, are not given the chance to focus on what they were trained to do, especially career and college access counseling and readiness for all students, in part due to high caseloads and inappropriate tasks that take up too much of their time. School counselors made strong suggestions about their crucial role in accountability and success for all students and how school systems need to change so that school counselors can be key players in student success. Implications for public policy and district and school-wide change are addressed.[52] The National Center for Transforming School Counseling at The Education Trust released a brief, Poised to Lead: How School Counselors Can Drive Career and College Readiness, challenging all schools to utilize school counselors for equity and access for rigorous courses for all students and ensuring college and career access skills and competencies be a major focus of the work of school counselors K-12.[53]
In 2012, the CSCORE assisted in evaluating and publishing six statewide research studies assessing the effectiveness of school counseling programs based on statewide systemic use of school counseling programs such as the ASCA National Model and their outcomes in Professional School Counseling.[54] Research indicated strong correlational evidence between lower school counseling ratios and better student success academically, in terms of career and college access/readiness/admission, and for various personal/social issues including school safety, reduced disciplinary issues, and better attendance in schools with fully implemented school counseling programs.[54]
Also in 2012, the American School Counselor Association released the third edition of the ASCA National Model.[55] Also, the National Center for Transforming School Counseling (NCTSC) created a School Counselor Educator Coalition to further transform graduate School Counselor Education programs in the new vision of school counseling for K-12 school counselors. Twenty universities were represented and four School Counselor Educator faculty mentors were named: Dr. Carolyn Stone, University of North Florida, Dr. Trish Hatch, San Diego State University, Dr. Stuart Chen-Hayes, City University of New York/Lehman College, and Dr. Erin Mason, DePaul University.
Both the IAEVG and the Vanguard of Counsellors have promoted school counseling internationally.[2]

[edit]School counselor roles, school counseling program framework, professional associations, and ethics

Professional school counselors ideally implement a school counseling program that promotes and enhances student achievement (Hatch & Bowers, 2003, 2005; ASCA, 2012).[56] A framework for appropriate and inappropriate school counselor responsibilities and roles is outlined in the ASCA National Model (Hatch & Bowers, 2003, 2005; ASCA, 2012).[6] School counselors, in most USA states, usually have a Master's degree in school counseling from a Counselor Education graduate program. In Canada, they must be licensed teachers with additional school counseling training and focus on academic, career, and personal/social issues. China requires at least three years of college experience. In Japan, school counselors were added in the mid-1990s, part-time, primarily focused on behavioral issues. In Taiwan, they are often teachers with recent legislation requiring school counseling licensure focused on individual and group counseling for academic, career, and personal issues. In Korea, school counselors are mandated in middle and high schools.
School counselors are employed in elementary, middle, and high schools, and in district supervisory settings and in counselor education faculty positions (usually with an earned Ph.D. in Counselor Education in the USA or related graduate doctorates abroad), and post-secondary settings doing academic, career, college readiness, and personal/social counseling, consultation, and program coordination. Their work includes a focus on developmental stages of student growth, including the needs, tasks, and student interests related to those stages(Schmidt,[29] 2003).
Professional school counselors meet the needs of student in three basic domains: academic developmentcareer development, and personal/social development (Dahir & Campbell, 1997; Hatch & Bowers, 2003, 2005; ASCA, 2012) with an increased emphasis on college access.[57] Knowledge, understanding and skill in these domains are developed through classroom instructionappraisal[disambiguation needed]consultationcounselingcoordination, and collaboration. For example, in appraisal, school counselors may use a variety of personality and career assessment methods (such as the[58] or[59] (based on the[60]) to help students explore career and college needs and interests.
School counselor interventions include individual and group counseling for some students. For example, if a student's behavior is interfering with his or her achievement, the school counselor may observe that student in a class, provide consultation to teachers and other stakeholders to develop (with the student) a plan to address the behavioral issue(s), and then collaborate to implement and evaluate the plan. They also provide consultation services to family members such as college access, career development, parenting skills, study skills, child and adolescent development, and help with school-home transitions.
School counselor interventions for all students include annual academic/career/college access planning K-12 and leading classroom developmental lessons on academic, career/college, and personal/social topics. The topics ofcharacter education, diversity and multiculturalism (Portman, 2009), and school safety are important areas of focus for school counselors. Often school counselors will coordinate outside groups that wish to help with student needs such as academics, or coordinate a program that teaches about child abuse or drugs, through on-stage drama (Schmidt,[29] 2003).
School counselors develop, implement, and evaluate school counseling programs that deliver academic, career, college access, and personal/social competencies to all students in their schools. For example, the ASCA National Model (Hatch & Bowers, 2003, 2005; ASCA, 2012)[56] includes the following four main areas:
  • Foundation - a school counseling program mission statement, a beliefs/vision statement, SMART Goals; ASCA Student Standards & ASCA Code of Ethics;
  • Delivery System - how school counseling core curriculum lessons, planning for every student, and individual and group counseling are delivered in direct and indirect services to students (80% of school counselor time);
  • Management System - calendars; use of data tool; use of time tool; administrator-school counselor agreement; advisory council; small group, school counseling core curriculum, and closing the gap action plans; and
  • Accountability System - school counseling program assessment; small group, school counseling core curriculum, and closing-the-gap results reports; and school counselor performance evaluations based on school counselor competencies.
The model (ASCA, 2012) is implemented using key skills from the Education Trust's Transforming School Counseling Initiative: Advocacy, Leadership, Teaming and Collaboration, and Systemic Change.[37]
School Counselors around the world are affiliated with national and regional school counseling associations including: Asociacion Argentina de Counselors (AAC-Argentina), American Counseling Association (ACA-USA), African Counseling Association (AfCA), American School Counselor Association (ASCA-USA), Associacao Portuguesa de Psicoterapia centrada na Pessoa e de Counselling (APPCPC-Portugal), Australian Guidance and Counselling Association (AGCA), British Association for Counselling and Psychotherapy (BACP-UK), Canadian Counseling Association (CCA)/Association Canadienne de Counseling (ACC), Center for Excellence in School Counseling and Leadership(CESCaL) (USA), Center for School Counseling Outcome Research (CSCOR-USA) Council for the Accreditation of Counseling and Related Educational Programs (CACREP-USA and international), Counselling Children and Young People (BACP affiliate, UK), Counseling & Psychotherapy in Scotland (COSCA), Cypriot Association of School Guidance Counsellors (OELMEK), European Counseling Association (ECA), France Ministry of Education, Federacion Espanola de Orientacion y Psicopedagogia (FEOP-Spain), Department of Education-Malta, Hellenic Society of Counselling and Guidance (HESCOG-Greece), Hong Kong Association of Guidance Masters and Career Masters (HKAGMCM), Institute of Guidance Counselors (IGC) (Ireland), International Association for Educational and Vocational Guidance (IAEVG)/Association Internationale d'Orientation Scolaire et Professionnelle (AIOSP)/ Internationale Vereinigung für Schul- und Berufsberatung (IVSBB)/Asociación Internacional para la Orientación Educativa y Profesional(AIOEP), International Baccalaureate (IB), International Vanguard of Counsellors (IVC), Kenya Association of Professional Counselors (KAPC), National Board for Certified Counselors (NBCC, USA), National Center for Transforming School Counseling (NCTSC) at The Education Trust (USA), National Office for School Counselor Advocacy (NOSCA) at The College Board (USA), New Zealand Association of Counsellors/Te Roopu Kaiwhiriwhiri o Aotearoa (NZAC), Counseling Association of Nigeria (CASSON), Philippine Guidance and Counseling Association (PGCA), Overseas Association of College Admissions Counselors (OACAC, an affiliate of National Association of College Admissions Counselors-USA), Singapore Association for Counseling (SAC), and the Taiwan Guidance and Counseling Association (TGCA).[61]
School Counselors are expected to follow a professional code of ethics in many countries. For example, In the USA, they are the American School Counselor Association (ASCA) School Counselor Ethical Code,[43] the American Counseling Association (ACA) Code of Ethics.,[62] and the National Association for College Admission Counseling (NACAC) Statement of Principles of Good Practice (SPGP).[63]

[edit]Elementary school counseling

Elementary school counselors provide[33] academic, career, college access, and personal and social competencies and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of young children K-6.[64] Transitions from pre-school to elementary school and from elementary school to middle school are an important focus for elementary school counselors. Increased emphasis is placed on accountability for closing achievement and opportunity gaps at the elementary level as more school counseling programs move to evidence-based work with data and specific results.[65]
School counseling programs that deliver specific competencies to all students help to close achievement and opportunity gaps.[66] To facilitate individual and group school counseling interventions, school counselors use developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, systemic, family, multicultural,[67] narrative, and play therapy theories and techniques.[68][69] released a research study showing the effectiveness of elementary school counseling programs in Washington state.

[edit]Middle school counseling

Middle school counselors provide school counseling curriculum lessons[33] on academic, career, college access, and personal and social competencies, advising and academic/career/college access planning to all students and individual and group counseling for some students and their families to meet the needs of older children/early adolescents in grades 7 and 8.[6]
Middle School College Access curricula have been developed by The College Board to assist students and their families well before reaching high school. To facilitate the school counseling process, school counselors use theories and techniques including developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, sytemic, family, multicultural,[67] narrative, and play therapy. Transitional issues to ensure successful transitions to high school are a key area including career exploration and assessment with seventh and eighth grade students.[70] Sink, Akos, Turnbull, & Mvududu released a study in 2008 confirming the effectiveness of middle school comprehensive school counseling programs in Washington state.[71]

[edit]High school counseling

High school counselors provide[33] academic, career, college access, and personal and social competencies with developmental classroom lessons and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of adolescents (Hatch & Bowers, 2003, 2005, 2012).[46] Emphasis is on college access counseling at the early high school level as more school counseling programs move to evidence-based work with data and specific results[65] that show how school counseling programs help to close achievement, opportunity, and attainment gaps ensuring all students have access to school counseling programs and early college access activities.[72] The breadth of demands high school counselors face, from educational attainment (high school graduation and some students' preparation for careers and college) to student social and mental health, has led to ambiguous role definition.[73] Summarizing a 2011 national survey of more than 5,300 middle school and high school counselors, researchers argued: "Despite the aspirations of counselors to effectively help students succeed in school and fulfill their dreams, the mission and roles of counselors in the education system must be more clearly defined; schools must create measures of accountability to track their effectiveness; and policymakers and key stakeholders must integrate counselors into reform efforts to maximize their impact in schools across America".[74]
Transitional issues to ensure successful transitions to college, other post-secondary educational options, and careers are a key area.[75] The high school counselor helps students and their families prepare for post-secondary education including college and careers (e.g. collegecareers) by engaging students and their families in accessing and evaluating accurate information on what the National Office for School Counselor Advocacy calls the 8 essential elements of college and career counseling: (1) College Aspirations, (2) Academic Planning for Career and College Readiness, (3) Enrichment and Extracurricular Engagement, (4) College and Career Exploration and Selection Processes, (5) College and Career Assessments, (6) College Affordability Planning, (7) College and Career Admission Processes, and (8) Transition from High School Graduation to College Enrollment.[76] Some students turn to private college admissions advisors but there is no research evidence that private college admissions advisors have any effectiveness in assisting students attain selective college admissions.
Lapan, Gysbers & Sun showed correlational evidence of the effectiveness of fully implemented school counseling programs on high school students' academic success.[77] Carey et al.'s 2008 study showed specific best practices from high school counselors raising college-going rates within a strong college-going environment in multiple USA-based high schools with large numbers of students of nondominant cultural identities.

[edit]Education and professional credentials including certification for school counselors

The education of school counselors (school counsellors) around the world varies based on the laws and cultures of countries and the historical influences of their educational and credentialing systems and professional identities related to who delivers academic, career, college readiness, and personal/social information, advising, curriculum, and counseling and related services.[2]
In Canada, school counselors must be certified teachers with additional school counseling training.
In China, there is no national certification or licensure system for school counselors.
Korea requires school counselors in all middle and high schools.[78]
In the Philippines, school counselors must be licensed with a master's degree in counseling.[79]
Taiwan instituted school counselor licensure for public schools (2006) through advocacy from the[80]
In the USA, a school counselor is a certified educator with a master's degree in school counseling (usually from a Counselor Education graduate program) with school counseling graduate training including qualifications and skills to address all students’ academic, career, college access and personal/social needs.
About half of all Counselor Education programs that offer school counseling are accredited by the Council on the Accreditation of Counseling and Related Educational Programs (CACREP) and all are in the USA with one in Canada and one under review in Mexico as of 2010. CACREP maintains a current list of accredited programs and programs in the accreditation process on their website.[81] CACREP desires to accredit more international counseling university programs.[81]
According to CACREP, an accredited school counseling program offers coursework in Professional Identity and Ethics, Human Development, Counseling Theories, Group Work, Career Counseling, Multicultural Counseling, Assessment, Research and Program Evaluation, and Clinical Coursework—a 100-hour practicum and a 600-hour internship under supervision of a school counseling faculty member and a certified school counselor site supervisor (CACREP,[82] 2001).
When CACREP released the 2009 Standards, the accreditation process became performance-based including evidence of school counselor candidate learning outcomes. In addition, CACREP tightened the school counseling standards with specific evidence needed for how school counseling students receive education in foundations; counseling prevention and intervention; diversity and advocacy; assessment; research and evaluation; academic development; collaboration and consultation; and leadership in K-12 school counseling contexts.[83]
Certification practices for school counselors vary around the world. School counselors in the USA may opt for national certification through two different boards. The National Board for Professional Teaching Standards (NBPTS) requires a two-to-three year process of performance based assessment, and demonstrate (in writing) content knowledge in human growth/development, diverse populations, school counseling programs, theories, data, and change and collaboration.[84] As of February, 2005, 30 states offer financial incentives for this certification.
Also in the USA, The National Board for Certified Counselors (NBCC) requires passing the National Certified School Counselor Examination (NCSC), including 40 multiple choice questions and seven simulated cases assessing school counselors' abilities to make critical decisions. Additionally, a master's degree and three years of supervised experience are required. NBPTS also requires three years of experience, however state certification is required (41 of 50 states require a master's degree). At least four states offer financial incentives for the NCSC certification.[85][86][87][88][89]



What is a School Psychologist?

School psychologists help children and youth succeed academically, socially, behaviorally, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students.
School psychologists are highly trained in both psychology and education, completing a minimum of a specialist-level degree program (at least 60 graduate semester hours) that includes a year-long supervised internship. This training emphasizes preparation in mental health and educational interventions, child development, learning, behavior, motivation, curriculum and instruction, assessment, consultation, collaboration, school law, and systems. School psychologists must be certified and/or licensed by the state in which they work. They also may be nationally certified by the National School Psychology Certification Board (NSPCB). The National Association of School Psychologists sets ethical and training standards for practice and service delivery.

What do School Psychologists do?

School Psychologists Work With Students to:

  • Provide counseling, instruction, and mentoring for those struggling with social, emotional, and behavioral problems
  • Increase achievement by assessing barriers to learning and determining the best instructional strategies to improve learning
  • Promote wellness and resilience by reinforcing communication and social skills, problem solving, anger management, self-regulation, self-determination, and optimism
  • Enhance understanding and acceptance of diverse cultures and backgrounds

School Psychologists Work With Students and Their Families to:

  • Identify and address learning and behavior problems that interfere with school success
  • Evaluate eligibility for special education services (within a multidisciplinary team)
  • Support students' social, emotional, and behavioral health
  • Teach parenting skills and enhance home–school collaboration
  • Make referrals and help coordinate community support services

School Psychologists Work With Teachers to:

  • Identify and resolve academic barriers to learning
  • Design and implement student progress monitoring systems
  • Design and implement academic and behavioral interventions
  • Support effective individualized instruction
  • Create positive classroom environments
  • Motivate all students to engage in learning

School Psychologists Work With Administrators to:

  • Collect and analyze data related to school improvement, student outcomes, and accountability requirements
  • Implement school-wide prevention programs that help maintain positive school climates conducive to learning
  • Promote school policies and practices that ensure the safety of all students by reducing school violence, bullying, and harassment
  • Respond to crises by providing leadership, direct services, and coordination with needed community services
  • Design, implement, and garner support for comprehensive school mental health programming

School Psychologists Work With Community Providers to:

  • Coordinate the delivery of services to students and their families in and outside of school
  • Help students transition to and from school and community learning environments, such as residential treatment or juvenile justice programs

Where School Psychologists Work

The majority of school psychologists work in schools. However, they can practice in a variety of settings including:
  • Public and private schools
  • Universities
  • School-based health and mental health centers
  • Community-based day-treatment or residential clinics and hospitals
  • Juvenile justice centers
  • Private practice

How do School Psychologists make a difference in schools?

All children and adolescents face problems from time to time. They may:
  • Feel afraid to go to school
  • Have difficulty organizing their time efficiently
  • Lack effective study skills
  • Fall behind in their school work
  • Lack self-discipline
  • Worry about family matters such as divorce and death
  • Feel depressed or anxious
  • Experiment with drugs and alcohol
  • Think about suicide
  • Worry about their sexuality
  • Face difficult situations, such as applying to college, getting a job, or quitting school
  • Question their aptitudes and abilities

School psychologists help children, parents, teachers, and members of the community understand and resolve these concerns. Following are examples of how school psychologists make a difference.


Helping Students With Learning Problems
Tommy's parents were concerned about his difficulty reading and writing. They feared that he would fall behind and lose confidence in himself. In school the teacher noticed that Tommy often struggled to understand what he was reading and often needed the help of his classmates to do related written work. After observing Tommy, consulting with his teacher, and gathering specific information about his skills, the school psychologist collaborated with his parents and teachers to develop a plan to improve his reading and writing. The plan worked, and Tommy's reading, writing, and confidence as a learner improved.
Helping Students Cope With Family and Life Stressors
The teacher noticed that Carla, an able student, had stopped participating in class discussions and had difficulty paying attention. The school psychologist was asked to explore why Carla's behavior had changed so much. After discovering that Carla's parents were divorcing, the school psychologist provided counseling for Carla and gave her parents suggestions for this difficult time. Carla's behavior and emotional wellbeing improved, and she felt more secure about her relationship with her parents.
Helping Students With Behavior Problems Learn New Ways to Respond
David was a high school student who often skipped class and got into fights with others. He acted out in class and had been suspended from school on various occasions. After establishing a relationship with David, the school psychologist taught him simple techniques to relax, recognize his needs, and to control his aggressive behavior. David's mother and his teacher worked together on a plan designed by the school psychologist to establish limits, recognize David's escalating tension, and improve communication. David's relationships with peers and adults improved and he began to make steady progress towards graduation.
NASP represents and supports school psychology through leadership to enhance the mental health and educational competence of all children.