Appendix F

Sample Portfolio Guidelines for Counselor Education Candidates and Professional Counselors

Source: Sharon Johnson, Ed.D., and C. D. Johnson, Ph.D.

Sample Portfolio Guidelines for Counselor Education Candidates

Sample Rubrics for Counselor Candidates Sections 2 and 3

Sample Professional Counselor Portfolio

Sample Portfolio Guidelines for Counselor Education Candidates

BECOMING A

PROFESSIONAL

COUNSELOR

A Portfolio forCounselor Education Candidates

by

Sharon Johnson, Ed.D.and

C. D. Johnson, Ph.D.Email: sjohnso4@cox.net

Cdjohnson2@cox.net

TABLE OF CONTENTSStatement of Purpose

SECTION 1 Introduction to Counselor Education1.1 Becoming a Professional1.2 Exploring the Academic Program1.3 Academic Preparation1.4 Professional Preparation1.5 Professional Competencies

1.6 Candidate, Client, System Outcomes

SECTION 2 Professional Background2.1 Academic Background (transcripts)2.2 Professional Experiences Related to Counseling2.3 Professional Association Membership2.4 Honors, Awards, Grants2.5 Publications2.6 Certificates, Credentials and Licenses (Title and Number)2.7 Letters of Recommendation and Commendation2.8 Specialized Skills2.9 Current Curriculum Vitae2.10 Current Resume2.11 Sample Cover Letter2.12 Community Involvement/Volunteer Service2.13 Mentor/Protégé Experiences

SECTION 3 Professional Preparation3.1 Personal Assessment3.2 Workshops and Training Sessions Attended3.3 Autobiography3.4 Professional/Personal Philosophy3.5 Readings3.6 Videotapes3.7 Professional Fieldwork and Internships3.8 Technology Applications3.9 Journal, Learning Logs3.10 Personal Reflection and Critique

SECTION 4 Sample Materials4.1 Staff Development4.2 Guidance Curriculum Unit4.3 Guidance/Career Center Plan4.4 Presentations4.5 Proposals4.6 Writing Sample Using APA Format4.7 Results-Based Student Support Program

Purpose of the Portfolio

The portfolio is designed to provide a structure within which the counselor education candidate identifies competencies, experiences and other preparation for entering the field of counseling. It also serves as a place to maintain sample products, letters, papers and other artifacts of professional development.

The portfolio process may be used for a variety of purposes, including initial screening of counseling candidates to determine appropriateness of the individual for a counseling career, evaluation of progress during the program, and the assembly of a product through which graduates can showcase their skills. Although grades are important indicators of progress, they do not reflect the candidate's total growth in the counseling field, where behavioral and affective development are as important as cognitive development. The portfolio can be used to review progress and allows the advisor/mentor to monitor professional and personal development across the curriculum. The portfolio may be formally and informally assessed periodically during each individual's program. Achievements can be documented in many ways, including papers, case notes, counseling plans, evaluations, client reports and videotaped counseling sessions.

Prior to beginning a program, candidates must meet admission requirements such as attainment of minimum grade point average, an undergraduate degree from an accredited institution, positive letters of recommendation and completion of an admissions packet which may include forms, autobiography and other pertinent information. Often an oral interview by one or more professors is needed for admission. After formal admission to the program, the candidate enrolls in the initial courses in the program. During counseling classes, candidates are assessed in oral communication skills, written communication skills, analytical ability, listening and assessment of interpersonal skills and personal characteristics. The candidate will have opportunities to make oral presentations, demonstrate interpersonal skills in small groups and produce videotapes demonstrating listening skills. Candidates receive analyses of performance in the indicated areas several times during a counselor education program.

The expectations of commitment, and continuing professional growth and development are also essential to the process of becoming a professional counselor. The portfolio is designed to provide a framework to identify areas of strengths and weaknesses throughout the professional life of the counselor candidate.

TO THE CANDIDATE: Please utilize this portfolio to document progress within the counselor education program: to maintain a record of validated competencies, provide evidence of accomplishments both within the academic program and in the community, and to assist in the process of monitoring your progress as a developing professional. This portfolio will contain a record that is helpful for job-seeking, promotion and evaluation. It is recommended that you maintain the portfolio with the indicated materials as a permanent record of the work and accomplishments you achieved during your studies. Your completed portfolio may be reviewed prior to program completion for evaluation and approval. When you leave, you will take your portfolio with you as a base to be used when you assemble your resume and professional papers for employment consideration.

SECTION ONE

INTRODUCTION TO COUNSELOR EDUCATION

1.1 Becoming a Professional

1.2 Exploring the Academic Program

• Entrance Requirements• Progress Review, Advance to Candidacy• Exit Requirements and Processes

1.3 Academic Preparation

• Application Form and Process• Course Requirements

(Signed by Candidate and Coordinator)

1.4 Professional Preparation

• Ethical Standards• Legal Requirements• Professional Membership Forms• Professional Insurance Information

1.5 Professional Competencies Monitoring Form

• CTC and CACREP• Signatures Required

1.6 Candidate, Client, System Outcomes

SECTION 2

PROFESSIONAL BACKGROUND

2.1 Academic Background (Transcripts)

2.2 Professional Experiences Related to Counseling

2.3 Professional Association Membership

2.4 Honors, Awards, Grants

2.5 Publications

2.6 Certificates, Credentials and Licenses (Title and Number)

2.7 Letters of Recommendation and Commendation

2.8 Specialized Skills

2.9 Current Curriculum Vitae

2.10 Current Resume

2.11 Sample Cover Letter

2.12 Community Involvement /Volunteer Service

2.13 Mentor / Protégé Experiences

SECTION THREE

PROFESSIONAL PREPARATION

3.1 Personal Assessment

• Instruments and Scores

3.2 Workshops and Training Sessions Attended

• Title-Presenter-Date-Location-Sponsor• Competencies Acquired

3.3 Autobiography

3.4 Professional / Personal Philosophy

3.5 Readings

• Names of Books and Authors• Names of Articles, Authors, and Journal Source

3.6 Videotapes

• Counseling Session• Job Interview

3.7 Professional Fieldwork and Internships

• Competencies• Evaluations

3.8 Technology Applications

• Computer-Assisted Guidance Systems• Multi-media Experience and Competence

3.9 Journal, Learning Logs

3.10 Personal Reflection and Critique

SECTION FOUR

SAMPLE MATERIALS

4.1 Staff Development

• Presentations• Units

4.2 Guidance Curriculum Unit

4.3 Guidance/Career Center Plan

4.4 Presentations

4.5 Proposals

4.6 Writing Sample Using APA Format

4.7 Comprehensive Guidance Program

Sample Rubrics for Counselor Candidates Sections 2 and 3

Source: Sharon Johnson, Ed.D.and C. D. Johnson, Ph.D.

SECTION 2: PROFESSIONAL BACKGROUND

2.1 ACADEMIC BACKGROUND

_____ Excellent Rating: Student demonstrates exceptional achievement in academic studies and consistently seeks out workshops and other academic experiences to increase level of achievement. Student provides evidence of attendance at events, activities, clubs or other academic endeavors outside of required course of study. Student is diligent in monitoring progress and attainment of educational excellence.• _____ GPA of 3.5 or above for all graduate level courses

• _____ No grade below a B in graduate courses

• _____ GPA of 3.0 for all undergraduate and graduate level courses

• _____ Transcripts included for all college work

• _____ Evidence of 2 or more workshops per year while in program

• _____ Certificate, CEUs, NBCC hours

• _____ List of courses, instructors, dates completed, grades

_____ Adequate Rating: Student demonstrates excellent achievement in either formal academic studies and/or workshops and other academic experiences to increase achievement. Student shows some evidence of attending non-required academic events. Student has maintained accurate records of attainment and educational endeavors.•_____ GPA of 3.0-3.4 for all graduate level courses

• _____ No more than 2 grades below a B

• _____ Transcripts included for all graduate courses

•_____ GPA of 2.75 for all undergraduate and graduate courses

• _____ Evidence of 1 workshop per year while in program

• _____ Completion of one certificate or 2 CEUs or NBCC hours

• _____ List of courses, instructors, dates completed, grades

_____ Not adequately completed or addressed: Student has passing grades in graduate studies but has attended few additional workshops or other activities that denote a continuing interest in self-development. Records are not consistent nor are there adequate indications of academic involvement or interest apart from attending required classes.

•_____ GPA below 3.0 for all graduate level classes

• _____ More than 2 grades below a B

• _____ Missing transcripts

• _____ No workshops or activities beyond required coursework

• _____ Missing list of courses, instructors, dates, grades

2.2 PROFESSIONAL EXPERIENCES RELATED TO COUNSELING

______ Excellent Rating: Portfolio provides evidence of work in a variety of positions, paid and unpaid, jobs, internships, cooperative education or volunteer experiences related to counseling. Portfolio provides evidence of experience, amount of time spent, responsibilities and written evaluation.

• _____ Number of positions and time spent

• _____ Number of volunteer experiences

• _____ Documentation provided

______ Adequate Rating: Portfolio provides evidence of minimal work experience or volunteer experiences related to counseling. Evidence includes description of position, amount of time spent, responsibilities and evaluation.

•_____ Number of positions and time spent

• _____ Number of volunteer experiences

• _____ Documentation provided

______ Inadequately addressed: Very few or no experiences validated related to counseling, either paid or unpaid. Little or no evidence provided.

2.3 PROFESSIONAL ASSOCIATION MEMBERSHIP

_____ Excellent Rating: Student provides evidence of membership in more than one professional association including state, national, regional and divisions. Student also belongs to a minimum of one local or campus counseling or education oriented association. Student provides evidence of leadership positions, dates of meetings attended, agendas or programs for meetings and date when membership began. Student has demonstrated leadership in at least one association activity. Student has evidence of attendance at one or more professional association conferences or conventions each year in the program.

• _____ Number of associations (national, state, local, regional)

• _____ Leadership positions

• _____ Participation in conferences/conventions

• _____ Volunteer assistance with meetings, conferences

2.3 PROFESSIONAL ASSOCIATION MEMBERSHIP (con’t)

______ Adequate Rating: Student provides evidence of membership in a minimum of one professional association including state, national, regional and divisions/affiliates. Student also belongs to a minimum of one local or campus counseling or education association. Portfolio provides evidence of membership, meetings attended and date when membership began. Student has volunteered assistance in at least one association activity. Student has evidence of attendance at one or more professional association conferences or conventions during tenure in the program.

• _____ Number of associations (national, state, local, regional)

• _____ Leadership positions

• _____ Participation in conferences/conventions

• _____ Volunteer assistance with meetings, conferences

______ Inadequately addressed: Student does not belong to a professional association, has no evidence of meetings attended, leadership, volunteer assistance or other indicators of taking an active role in a professional association.

2.4 HONORS, AWARDS, GRANTS

______ Excellent Rating: Student has received one or more scholarships, honors, grants, awards or other recognition of excellence. Background on contributing organization, dates received and other descriptive information such as award letter, certificate, etc. is documented.

______ Adequate rating: Student has received one scholarship, honor, grant or award that indicates achievement in a specific identified area which may not relate to academic excellence or professional accomplishment.

______ Inadequately addressed: Student has not documented any honor, award or grant.

2.5 PUBLICATIONS

______ Excellent Rating: Student has had one or more publications related to counseling such as newspaper articles, proceedings, papers or documents published by professional counseling or educational groups. List of publications follows APA reference format and copies of publications are provided.

______ Adequate rating: Student has one publication such as newspaper article, proceeding, paper or document published by professional counseling or educational groups. List of publication follows APA reference format and copies of publication are provided. Student provides list and copies of articles, papers, etc. submitted for publication with notice of rejection or need to revise.

______ Inadequately addressed: Student has no evidence of publications, nor materials prepared in appropriate format and submitted for publication.

2.6 CERTIFICATES, CREDENTIALS AND LICENSES

_____ Excellent Rating: Student has two or more certificates, credentials or licenses related to education, counseling or specialty area. List of title, number, date granted is provided.

______ Adequate rating: Student has earned one certificate, credential or license related to education, counseling or specialty area. List of title, number, date granted is provided.

______ Inadequately addressed: Student has no evidence of any certificate, credential or license related to education, counseling or specialty area.

2.7 LETTERS OF RECOMMENDATION AND COMMENDATION

______ Excellent Rating: Student has three or more letters of recommendation or commendation related to education, counseling or specialty area. A list is provided of contributors, date written and competency validated. Competencies validated:

_____ 1. academic preparation and applications

_____ 2. professional counseling skills

_____ 3. team membership contributions

_____ 4. assumption of leaderships role(s)

_____ 5. quality of work (writing, planning, time management, organization)

_____ 6. attitudes toward and from colleagues, management, staff, parents, students,

community.

_____ 7. community involvement and contributions

_____ 8. interpersonal skills (maturity, relationship building)

______ Adequate rating: Student has two letters of recommendation or commendation related to education, counseling or specialty area. A list is provided of contributors, date written and competency validated.

______ Inadequately addressed: Student has none or one letter of recommendation or commendation related to education, counseling or a specialty area. There is no competency indicated in the letter.

2.8 SPECIALIZED SKILLSExamples:1. computer expertise,2. foreign languages,3. public speaking,4. grant writing,5. video production

______ Excellent Rating: Student has validated two or more specialized skills that could be professionally relevant. A list of skills with validation of competency is included.

______ Adequate rating: Student has validated one specialized skill that could be professionally relevant. Indication of the skill with validation of competency is included.

______ Inadequately addressed: Student has no validated specialized skills.

2.9 CURRENT CURRICULUM VITA

1. Identifying data

2. Educational background3. Professional experiences (in reverse chronological order)4. Licenses and credentials5. Members in professional organizations6. Research experience7. Honors, awards, and scholarships8. Publications (include special reports, booklets)9. Contributions to the community10. Consultation11. Professional presentations

______ Excellent Rating: Student has an current vita that indicates ongoing interest and effort toward becoming an actively involved, participating member of the professional community. Item #3 indicates 3 or more professional activities while student is in the counseling program. Vita is accurate, has a professional appearance, complete information and provides a clear presentation of the student’s interests and efforts.

______ Adequate rating: Student has a current vita that clearly represents participation in 1 or more professional activities while student is in the counseling program. Vita is accurate, has a professional appearance, complete information and provides a clear presentation of the student’s interests and efforts.

______ Inadequately addressed: Student has a limited vita that is presentable but does not clearly portray an interest nor efforts toward becoming an active professional.

2.10 PREPARING A RESUME

______ Excellent Rating: Student has a resume that is current, accurate, concise, and relevant to a counseling position. Resume has a professional appearance, uses appropriate type for emphasis, is printed on high quality paper, contains no spelling, typographical or punctuation errors and uses laser print. Resume makes the best presentation of the candidate’s qualifications. Resume addresses most of the following categories:

_____ Identifying data

_____ Objective

_____ Overview statement

_____ Accomplishments

_____ Education

_____ Major course work

_____ Experience

_____ Specialized skills.

_____ Professional affiliation, campus/community activities, honors, awards

_____ Interests

_____ References

______ Adequate rating: Student has a resume that is current, accurate, concise, and relevant to a counseling position. Resume has a professional appearance, contains no spelling,

typographical or punctuation errors. Resume makes the best presentation of the candidate’s qualifications.

______ Inadequately addressed: Student has a resume that is presentable, includes appropriate information but does not clearly portray the candidate’s qualifications in a professional manner

2.11 SAMPLE COVER LETTER

______ Excellent Rating: Student has a cover letter that is three paragraphs long, is written on high quality paper with a printed personal letterhead, is directed to a specific individual and emphasizes the candidate’s unique qualifications for a counseling position. The language is compelling, with no spelling, grammatical or typographical errors.

______ Adequate rating: Student has a cover letter that includes most of the following requirements: 1) is three paragraphs long, 2) printed on personal letterhead, 3) is directed to a specific individual 3) emphasizes the candidate’s unique qualifications for a counseling position, and, 4) has no spelling, grammatical or typographical errors.

______ Inadequately addressed: Student has a cover letter that is presentable but does not meet the indicated requirements for an adequate letter.

2.12 COMMUNITY INVOLVEMENT, VOLUNTEER SERVICE

______ Excellent Rating: Student has contributed to the community through active involvement and/or volunteer service in more than one activity related to counseling. Portfolio includes evidence of the service provided, how long the service was provided, where it was done, supervisor’s validation and what results occurred. Student reflection analysis of how experience affected you, what was enjoyed, what was learned and how service contributed to the community or group.

______ Adequate rating: has contributed to the community through active involvement and/or volunteer service in one activity related to counseling. Portfolio includes evidence of the service provided, how long the service was provided, where it was done, supervisor’s validation and what results were attained. Student reflection analysis of how experience affected you, what was enjoyed, what was learned and how service positively contributed to the community or group.

______ Inadequately addressed: Student has no indication of community involvement or volunteer service related to counseling.

2.13 MENTOR / PROTÉGÉ EXPERIENCES

______ Excellent Rating: Student has selected a mentor and through reflection is able to identify positive impact on knowledge, attitudes and skills gained from the experience. Student has also acted as a mentor to another student or counselee. Student includes written reflection and analysis on own growth through being a mentor and growth seen in protégé. Summary demonstrates a clear understanding and appreciation of the benefits and costs of mentor/protégé experiences.

______ Adequate rating: Student has experience as a mentor or a protégé and provides a summary of what was learned, analysis of the experience and reflection on the benefits and costs of the relationship.

______ Inadequately addressed: Student does not provide evidence of learning through a mentor or a protégé experience.

SECTION 3 Professional Preparation

3.1 PERSONAL ASSESSMENT

______ Excellent Rating: Student has taken 3 or more assessment instruments, lists instruments, results and interpretation of results. Student has a clear understanding of the meaning of each assessment, the personal characteristics each portrays and how the results relate to his/her personal experiences, skills, goals and self-perception. Student is able to correlate results to demonstrate a more holistic view of self.

______ Adequate rating: Student has taken 1 or two assessment instruments, lists instruments, results and interpretation of results. Student understands each assessment, the characteristics it portrays and how it relates to personal goals.

______ Inadequately addressed: Student does not have evidence of assessment instruments taken or the results.

3.2 WORKSHOPS AND TRAINING SESSIONS ATTENDED

______ Excellent Rating: Student has attended a variety of professional development opportunities in the community and through professional organizations. Portfolio includes a list of workshops, conferences, training sessions, meetings and other activities with indication of organization, date, number of hours, workshop leaders, topic and what was learned from the experience. Although these experiences may not be directly related to counseling, student can articulate how the experience will benefit self in community, work and/or interpersonal relationships. Student has demonstrated leadership in a community or professional organization.

______ Adequate rating: Student has attended a professional development opportunities in the community or through a professional organization. Portfolio identifies the workshop, conference, training session, meeting or other activity and indicates the organization, date, number of hours, workshop leaders, topic and what was learned from the experience. Student can articulate how the experience will benefit self in community, work and/or interpersonal relationships.

______ Inadequately addressed: Student has not attended any workshops or training sessions outside of work or campus activities.

3.3 AUTOBIOGRAPHY OF PROFESSIONAL DEVELOPMENT

_____ Excellent Rating: Student has an autobiography that is appropriate in content, discusses personal and vocational development leading to the selection of counseling as a career, identifies preparation for career and includes a personal worldview for the future. Paper is no more than five typewritten pages, is in APA format, has no typographical errors, spelling or grammatical errors, and presents a positive and professional appearance. Autobiography demonstrates maturity, depth and clarity of understanding of self and the milestones in your life, and indicates a vision and passion for contributions to be made in the future.

_____ Adequate rating: Student has an autobiography that adequately describes the key events in the student’s development, preparation for a career in counseling and personal worldview. Paper is well written, is no more than five typewritten pages and is adequately self-reflective.

_____ Inadequately addressed: Student has an autobiography that is accurate and presents student’s life events but does not analyze growth and development in relationship to personal worldview, vision and goals for the future. Paper may have mistakes, be handwritten or in other ways not appear professional.

3.4 PROFESSIONAL / PERSONAL PHILOSOPHY

_____ Excellent Rating: Student has produced a philosophy paper that is reflective of your personal and professional perspective related to counseling. The paper references specific, identified theoretical approaches and delineates the student’s own position. The paper demonstrates an in-depth understanding of how one’s philosophy relates tothe counseling goal for clients and how one’s philosophy affects the strategies used to reach counseling goals. Paper addresses:• a statement of general principles, supported by data that are offered as an explanation of

one’s philosophy.• summarizes and generalizes a body of information• facilitates understanding and provides an explanation for the beliefs within the

philosophy_____ Adequate rating: Student has a stated philosophy based on an identifiable theoretical

construct. Student can describe theories that support the philosophy of choice and demonstrates an understanding of the theoretical and philosophic constructs that underlie the field of counseling. Paper is clear, understandable and well written but may lack the depth of understanding reflected in an excellent paper.

_____ Inadequately addressed: Student has a stated philosophy and belief system but seems to lack a clear understanding of how one’s philosophy is reflected in the practice of counseling and relationship between counseling process and life goals. The precursors of the stated philosophy not clearly articulated.

3.5 READINGS

_____ Excellent Rating: Student has listed a total of 5 or more books, articles or other key readings for each year spent in the program and review briefly how each has been important to professional development. Student has reviewed and discussed in depth five or more readings that have had an important effect on his or her outlook and views. Student is able to discuss and answer questions on how and why specific identified readings have been important to professional growth and development. Student reads professional journals on a regular basis and can discuss specific articlesthat are important to the field.

______ Adequate rating: Student has listed a total of 5 books, articles or other key readings for each year spent in the program that have been important to professional development. Student has reviewed and discussed in depth five readings that have had an effect on his or her outlook and views. Student is able to discuss and answer questions on how and why the five identified readings have been important to professional growth and development. Student reads professional journals on a periodic basis and can identify trends noted in journal articles.

______ Inadequately addressed: Student has identified fewer than 5 books, articles or other readings that have been important to professional growth. Student does not take nor regularly read professional journals.

3.6 VIDEOTAPES

_____ Excellent Rating: Student has included a videotaped or audiotaped individual session with a written analysis of both the individual session and the total series of sessions held with the client. Analysis is comprehensive and student demonstrates advanced skills in diagnosis, intervention, listening skills, rapport setting, reflection and clarification, confrontation, immediacy and other basic counseling techniques. Analysis includes:

Description of client: Age, grade level, sex, ethnic background, size, appearance demeanor and other physical descriptors.

Presenting complaint Secondary complaint Available data (background information, length and severity of problem, conditions

contributing to problem, etc.) Counseling goal: Process analysis: (techniques, strategies used; which were successful, unsuccessful,

analysis of interactions during the session; analysis of beginning, middle, end of session) Content analysis: Identify key dimensions in client's story. Counselor plan: Initial plan, ending plan Results attained

In addition, the student has included a videotape of herself or himself in a simulated job interview with

an analysis of strengths and areas for improvement.

_____ Adequate rating: Student has included a videotaped or audiotaped individual session with a written analysis of both the individual session and the total series of sessions held with the client. Analysis is adequate and indicates an understanding of diagnosis, intervention, listening skills, rapport setting, reflection and clarification, confrontation, immediacy and other basic counseling techniques. No job interview tape of self is available.

_____ Inadequately addressed: Student has included a videotaped or audiotaped individual session with no written analysis. Tape indicates little understanding of diagnosis, intervention, listening skills, rapport setting, reflection and clarification, confrontation, immediacy and other basic counseling techniques. No job interview tape of self is available.

3.7 PROFESSIONAL FIELDWORK AND INTERNSHIPS

_____ Excellent Rating: Student has listed a total of 9-15 units of fieldwork and/or internship (360-600 hours). Listing includes the site, dates of placement, responsibilities, supervisor and summary of competencies demonstrated. Fieldwork has been completed at a minimum of 2 sites, with excellent supervisor reviews from both sites. All competency requirements for fieldwork have been met.

_____ Adequate rating: Student is in process of completing total fieldwork or internship hours but has completed a minimum of one quarter of fieldwork at a site. All evaluations have been positive. Some competencies have been completed.

_____ Inadequately addressed: Student has not completed one quarter of fieldwork, no fieldwork competencies have been validated by site supervisor.

3.8 TECHNOLOGY APPLICATIONS

_____ Excellent Rating: Student has identified competencies in 8 or more of the following technology applications. Student includes a sample technology project and indicates workshops attended or presented.

1. _____ 2 or more word processing, desktop publishing software

2. _____ Use of computer-generated graphics and art in presentations

3. _____ Take notes and outline with a word processor

4. _____ Use database/file management software

5. _____ Use electronic spreadsheet software to generate charts, tables and graphs

6. _____ Use computer to generate flow charts, Gantt charts, time lines, organizational

charts, project plans and calendars

7. _____ Use a variety of electronic resources such as CD-ROM, Internet on-line

resource, electronic reference works

8. _____ Use email and on-line discussion groups

9. _____ Create World Wide Web pages and sites using hypertext markup language.

10. _____ Use Power Point or other presentation software to create electronic slide shows

to generate overheads and slides.

_____ Adequate rating: Student has competencies in 5 to 8 of the identified technology applications.

_____ Inadequately addressed: Student has less than 5 of the identified technology applications.

3.9 JOURNAL / LEARNING LOGS

_____ Excellent Rating: Student has maintained a consistent learning log(s) documenting specific knowledge, attitude and skill competencies attained, and personal reactions or reflections on learning experiences, classes, readings, interactions with others, life experiences and professional development activities.

_____ Adequate rating: Student has periodically recorded learning logs with indications of competencies attained through classwork and cohort activities.

_____ Inadequately addressed: Student has not maintained learning logs during tenure in program.

3.10 PERSONAL REFLECTION AND CRITIQUE

_____ Excellent Rating: Student has completed a reflection paper that indicates the effect of the portfolio development process, the materials, experiences and personal thoughts on the graduate program experience. Paper synthesizes total counseling program experience with reflection on personal strengths and weaknesses, program strengths and weaknesses and reflects a thoughtful appraisal of where you plan to go from here.

_____ Adequate rating: Student has a reflection paper identifying experiences but with little insight into progress, strengths, weaknesses and other aspects of the growth experience.

_____ Inadequately addressed: Student has not completed a comprehensive reflection and critique of the counseling program experience.

Sample Professional Counselor Portfolio

PROFESSIONAL

COUNSELOR

PORTFOLIO

A Portfolio for theProfessional School Counselor or

Other Student Support Team Member

by Sharon Johnson, Ed.D.

C.D. Johnson, Ph.D.Professional Update.28162 Via Del Cerro

San Juan Capistrano, CA 92675

TABLE OF CONTENTS

Statement of Purpose.

SECTION 1 Competency-based Student Support Program1.1 Results Agreement1.2 Plan for Results1.3 Results Data1.4 Reflections and Analysis of Data1.5 Other Contributions

SECTION 2 Professional Background and Growth2.1 Academic Background and Current Coursework2.2 Professional Experiences Related to Counseling2.3 Professional Association Membership2.4 Honors, Awards, Grants2.5 Publications2.6 Certificates, Credentials and Licenses (Title and Number)2.7 Letters of Recommendation and Commendation2.8 Specialized Skills2.9 Current Curriculum Vitae2.10 Current Resume2.11 Community Involvement /Volunteer Service2.12 Mentor /Protege Experiences2.13 Political, Legislative Advocacy

SECTION 3 Professional Development3.1 Personal Assessment3.2 Workshops and Training Sessions Attended3.3 Professional / Personal Philosophy3.4 Readings3.5 Videotapes3.6 Technology Applications3.7 Journal, learning logs3.8 Personal Reflection and Critique

SECTION 4 Sample Materials4.1 Staff Development4.2 Guidance Curriculum Units4.3 Guidance/Career Center Plan4.4 Presentations4.5 Proposals4.6 Written Contributions (Newsletters, articles, publications)4.7 Comprehensive Student Support Program

Purpose of the Portfolio

This portfolio is designed to provide a structure for the student support educator to use to review and share with the administrator contributions made to students, parents, staff and community during the recent school year. It offers an alternative to the traditional end-of-year evaluation conference in which the administrator, often with little data, is asked to rate your contributions to the school community. The portfolio structure encourages organization of information related to one's current professional background, preparation and samples of materials developed and used with different populations. It also serves as a place to maintain sample products, letters, papers and other artifacts of professional development.

The individual contributions are delineated in the results agreement which is prepared and approved at the beginning of each school year. Plans are included to provide information on how the competencies were presented and assessed. Also included are reflections and analysis of the data to be used to improve the program during the coming year.

The section on the individual's professional background and growth should be updated on a continuing basis and shared periodically with the administrator. The purpose of tracking this area is to identify professional contributions and to highlight strengths that can be used to facilitate student's achievement. The section on professional development provides a picture of one's interests and strengths, and highlights the commitment to maintaining a professional posture. Finally, there is room to include sample materials developed and used during the academic year to reach individual and program goals.

The PROFESSIONAL PORTFOLIO is a process of self-evaluation in which the student support professional, evaluates her/his own progress and contributions, and analyzes the information in order to suggest ways to improve the quality and quantity of achievements during the next school year. The participant shares the successes and plans for growth with the designated administrator. Such a process of continuous improvement is the basis of many school reform projects. This process is designed for use by professionals to promote accountability, credibility and professionalism.

TO THE PROFESSIONAL: Please utilize this portfolio to document progress , to maintain a record of increased competencies, provide evidence of accomplishments both within the school and in the community, and to assist you in the process of monitoring your progress as a developing professional. This portfolio will contain a record that is helpful for self-improvement, promotion and evaluation. It is recommended that you maintain the portfolio with the indicated materials as a permanent record of the work and accomplishments you achieve each year. Your completed portfolio may be reviewed at any time during or prior to evaluation. If you apply for another position or leave the system, you can take your portfolio with you as a source of documentation to be used to assemble your resume and professional papers for employment consideration.

SECTION ONE

COMPETENCY-BASED STUDENT SUPPORT PROGRAM

1.1 Individual Agreement for Results

1.2 Plan for Attaining Results

1.3 Results Data

1.4 Reflections and Analysis of Data

1.5 Other Contributions

SECTION 2

PROFESSIONAL BACKGROUND AND GROWTH

2.1 Academic Background and Current Coursework

2.2 Professional Experiences Related to Counseling

2.3 Professional Association Membership

2.4 Honors, Awards, Grants

2.5 Publications

2.6 Certificates, Credentials and Licenses (Title and Number)

2.7 Letters of Recommendation and Commendation

2.8 Specialized Skills

2.9 Current Curriculum Vitae

2.10 Current Resume

2.11 Community Involvement /Volunteer Service

2.12 Mentor / Protege Experiences

SECTION THREE

PROFESSIONAL DEVELOPMENT

3.1 Personal Assessment

Instruments and Scores

3.2 Workshops and Training Sessions Attended

• Title-Presenter-Date-Location-Sponsor• Competencies Acquired

3.3 Professional / Personal Philosophy

3.4 Readings

• Names of Books and Authors• Names of Articles, Authors, and Journal Source

3.5 Videotapes

• Classroom units• Parent, Staff Inservice

3.6 Technology Applications

• Computer-Assisted Guidance Systems• Multi-media Experience and Competence

3.7 Journal, learning logs

3.8 Personal Reflection and Critique

SECTION FOUR

SAMPLE MATERIALS

4.1 Staff Development

• Presentations• Units

4.2 Guidance Curriculum Unit

4.3 Guidance/Career Center Plan

4.4 Presentations

4.5 Proposals

4.6 Written Contributions (Newsletters, articles, publications)

4.7 Comprehensive Guidance Program

SECTION ONE

COMPETENCY-BASED STUDENT SUPPORT PROGRAM

SECTION 1.1

RESULTS AGREEMENT

Results agreements are responsibility statements formulated by each professional that specify the results for which she/he will be accountable. Results agreements are expressed in terms of the competencies students will achieve, are closely linked to the program goals and include a separate section for all assigned duties.

The administrator responsible for the student support program is active in the negotiation of the results agreements. As a program manager, the administrator audits the results agreements to ensure that the assigned duties do not place disproportionate burden on the time of student support staff.

Criteria:

• specific desired results are delineated for students, parents, and staff.

• results are stated in measurable terms so that results can be documented.

• the agreement is consistent with and related to program goals and competencies

• the program manager (administrator) is actively involved in the negotiation of the results agreements

• the negotiated results agreement is validated by the signatures of the pupil, service professional and the administrator.

SECTION 1.2

PLAN FOR RESULTS

The plans completed by the student support professionals indicate how the results will be achieved. The plan contains the competency,

criteria for success, the activities and resource, persons responsible for completion of tasks, and

how the evaluation will be done.

Criteria:

are written by each student support professional specific competencies, criteria for success, areas of responsibility, activities and their

timetables, resources, means of evaluation, and data collection. utilizes the district or school planning format if one has been adopted, in order to be consistent with plans of administrators and teachers.

SECTION 1.3

RESULTS DATA

Results data focus on the outcomes or products of the program. These data must be related to

the program goals and are used to measure how well students achieved the expected results.

Criteria: Measurement strategies could include:

Standardized instruments. These are catalogued and described in professional publications, but they must match the predetermined expected results.

Locally developed measures. Can be designed by the staff to measure specific results. Interviews. Structured interviews can provide data about achievement levels and allow for

further information. May be conducted by other professionals, parents or volunteers. Diaries and journals. Self-reporting logs can measure student activities, attitudes, and

knowledge. Checklists. These are a convenient way to record behavior, events and skills. Observations. Methods for recording observations can range from systematic observation

instruments to audio or videotaping. Simulations. Simulated situations can be used to provide a stimulus for assessment items that

measure students' understanding. Role playing situations. These can provide an opportunity for students to demonstrate

behaviors. Planning forms. A variety of forms can allow students to describe their plans or decision-

making results.

SECTION 1.4

REFLECTIONS AND ANALYSIS OF DATA

Analysis of data should address the following question: Did the students achieve the expected

competencies and are they a result of the program?

Reflection provides an opportunity for the professional to ponder what might be improved,

how he or she would like to see the program changed, and even if the program was

successful, was it the best (most efficient and effective program) the school community can attain with the current resources? Reflection allows for the qualitative assessment of the

program and processes, using the quantitative data heuristically.

Criteria:

• Were the activities (program) fully implemented according to schedule?

• Did the process accomplish the delivery of the product (results)?

• Was the program structure fully implemented?

SECTION 1.5

OTHER CONTRIBUTIONS

In addition to implementation of the student support program, each professional within a

school system is responsible to contribute to the total school and community.

Use this section to document the activities that cause you to be proud of your

contributions to the profession, the school and the larger community.

Criteria:

What contributions have you made and what positive results have occurred as a result of your efforts as a professional in addition to the results-based student support program?

Have you actively pursued activities that benefit you, your clients or the system? Have you volunteered time in a related area at school or at a community site? Have you provided services to a community group? Have you participated in professional organizations? Other?

SECTION TWO

PROFESSIONAL BACKGROUND AND GROWTH

This section addresses the information youwill want to compile in order to write an effective vita or resume, and prepare an

application packet for professional positions. Each subsection addresses a given category of information, and subsections 2.9 - 2.11 offer

suggestions for writing a resume and a curriculum vita for job retention, advancement

or applications for other positions.

SECTION 2.1

ACADEMIC BACKGROUND AND CURRENTCOURSEWORK

Education and Degrees:

In this section list all degrees, certifications, and special workshops you have completed or

attended. You should list the area of study, the institution, and the date acquired. Maintain

evidence of NBCC hours, CEUs or other evidence of attainment of academic status.

Coursework:

1. Plan to keep a copy of your transcripts at all times. When ordering transcripts order two and keep one sealed as an official copy and use one as an informal copy for your own review.

2. In this section, list major courses completed, dates, professors' names, and grades.

PROFESSIONAL COMPETENCIES

As part of the accreditation process, counselor education programs must provide evidence of competency-attainment by students. Most professional development courses and graduate level courses include instruction and evaluation of specific competencies deemed essential by CACREP and/or other accrediting bodies. Often monitoring forms are used by program sponsors to provide a tool for workshop or course participants to validate skills and knowledge acquisition.

Please keep your copy of credit-granting forms and have each professor or instructor sign-off on competencies you have demonstrated. If no form is available, request the instructor to provide you with a letter or other evidence of competencies completed.

SAMPLE BASIC COMPETENCY AREAS

1.0 Knowledge (Mental Models)

Counseling Theories: Client-Centered, Existential, Behavioral,Family Systems, Instinctual (Jung, Freud),Transactional Analysis, Rational-EmotiveMulti-Modal, Cognitive

Theories of Growth and Development:Piaget: Cognitive DevelopmentKohlberg: Moral DevelopmentLoevinger: Ego DevelopmentErikson: Psychosocial DevelopmentGilligan: Female DevelopmentMaslow: MotivationSuper: Career DevelopmentMoir: Brain Development

Assessment, Measurement, Collection and Use of DataResearch, EvaluationLaws

2.0 AttitudesSociological, Cultural, Linguistic SensitivityCooperative, collaborative relationships with communityEffective use of community resourcesParent / Family involvementProfessional Ethics

3.0 SkillsIndividual counseling skillsGroup counseling and guidanceProgram Development: Program Design (Systems, Fault-Tree & Decision-Tree Analysis), Inductive/Deductive PlanningProgram Evaluation: Planning, Management, MonitoringCollaboration, ReferralCase Conferencing, ConsultationPreventive Program Development: Career Education, Guidance Centers, Personal/Social Curriculum, Educational PlanningParent Centers, School-Home Partnerships

4.0 Special Emphasis AreasBehavior interventionFamily systemsStaff development

SECTION 2.2

PROFESSIONAL EXPERIENCES RELATED TO COUNSELING:

For each position you have held, list the job title, the employer, dates of employment, and

the job duties. Include internships, cooperative education, or volunteer experience which

directly or indirectly relate to your profession objectives. Use action verbs in your job

descriptions. Duplicate the following page as often as necessary in order to list each of your

professional experiences.

SECTION 2.2

PROFESSIONAL EXPERIENCES RELATED TO COUNSELING:

Job Title:

Employer:

Address/Phone:

Immediate supervisor (Name, Position):

Dates of Employment:

Job Duties:

Letter of Reference: (Yes/No)

SECTION 2.3

PROFESSIONAL ASSOCIATION MEMBERSHIPS:

List all professional and school-related organizations to which you belong, including

offices or leadership positions held, and the date on which you became a member.

• Professional, Ethical and Legal Standards

The counseling profession demands a thorough understanding of ethical issues. In addition, it is essential that professionals are thoroughly familiar with the ethical standards of each professional specialization, i.e., mental health counseling, career counseling, group work, testing. Professional guidelines that have relevance for counselors include, but are not limited to:

Ethical Standards (American Counseling Association-ACA)Ethical Principles of Psychologists (American Psychological Association-APA)Code of Ethics (National Board for Certified Counselors-NBCC)Ethical Principles for Marriage and Family Therapists (American Association for

Marriage and Family Therapy-AAMFT)Code of Fair Testing Practices in Education (Joint Committee on Testing Practices)Standards for Educational and Psychological Testing (American Educational Research

Association-AERA, American Psychological Association-APA, and National Council on Measurement in Education)

Multicultural Counseling Competencies and Standards (Association for Multicultural Counseling and Development-AMCD)

Ethical Guidelines for Group Counselors (Association for Specialists in Group Work-ASGW)

In this section, please retain copies of the professional, ethical and legal guidelines for each professional organization you join. It is expected that you will be familiar with standards from all of the organizations that relate to specialties you may choose to practice.

• Legal Requirements

Counselors who fail to exercise due care and to act in good faith are liable to a civil suit. Professionals are expected to practice within the code of ethics of their particular field and to abide by legal

standards. Practitioners are subject to civil liability for not doing right or for doing wrong to another. If counselees can prove that personal injury or psychological harm stems from a counselor's failure to render proper service, either through negligence or ignorance, the counselor is open to a malpractice suit. Negligence consists of departing from the standard and common accepted practices of others in the profession. The three most important legal issues are confidentiality, the duty to protect the counselee and others, and billing practices.

The key to avoiding a malpractice suit is the maintaining of reasonable, ordinary, and prudent practices. A number of books are available that translate reasonable, ordinary, and prudent into concrete actions.

School Counseling Principles: Ethics and Law by Carolyn Stone (2005)(Part of ASCA’s School Counseling Principles series).The Law and the Practice of Human Services by Woody and Associates (1984)The Counselor and the Law by Hopkins & Anderson (1990)Ethical and Legal Issues in Counseling and Psychotherapy by Van Hoose & KottlerLaw and Ethics in Counseling by Hummel, Talbutt & Alexander (1985)Issues and Ethics in the Helping Professions by G. Corey, M. Corey & Callanan (1985)

• Professional Association Membership

There are many professional organizations that address the professional, ethical,moral and legal standards of the counseling field and well as the fields of school psychology, school social work, school nursing.

National Professional Association:

• American Counseling Association5999 Stevenson Ave.Alexandria VS 22304-3300800-347-6647

"Promoting public confidence and trust in the counseling profession.""ACA is a partnership of associations representing professional counselors who enhance human development by providing benefits, products and services to expand professional knowledge and expertise; to promote recognition of counselors to the public and media; and to represent members' interests before federal, state and local governments. ACA represents nearly 60,000 members in the counseling profession and related field of interest. Comprised of a network of 17 division and 56 branches organized into four regions, ACA also collaborates with several corporate partners to enhance member services.

ACA Divisions/ Organizational Affiliates: (Regular / Student Membership rates) AAC- Association for Assessment in Counseling: Promotes effective use of assessment

techniques in the counseling profession. ($26/$7) AADA- Association for Adult Development and Aging: ($20/$12) ACCA- American College Counseling Association: Fosters student

development in colleges, universities and community colleges.($20/$10) ACEG-Assoc. for Counselors and Educators in Government: ($17/$10) ACEG- Association for Counselor Education and Supervision: ($40/$20) AGLBIC- Association for Gay, Lesbian and Bisexual Issues in Counseling:

($35/$15) AHEAD- Association for Humanistic Education and Development: ($20/$10). AMCD- Assoc. for Multicultural Counseling & Development ($23/$10) AMHCA- American Mental Health Counselors Assoc. ($125/$40) ARCA- American Rehabilitation Counseling Association ($30/$12.50).

ASCA- American School Counselors Association ($75/$35). ASERVIC- Assoc. for Spiritual, Ethical & Religious Values in Counseling:

($20/$10). ASGW- Assoc. for Specialists in Group "Work ($25/$12.50) IAAOC- International Assoc. of Addiction and Offender Counselors:($25/$12.50) IAMFC- International Assoc. of Marriage and Family Counselors: ($24/$24) NCDA- National Career Development Assoc.: ($28/$12) NECA- National Employment Counseling Assoc.: ($24/$12)

There are also many international, state, county, district, regional or city counseling associations.

• International Association for Educational & Vocational Guidance• Western Association for Counselor Education and Supervision• Southern Association for Counselor Education and Supervision, etc.• American Association for Career Education

• Professional Insurance Information

Student support professionals are responsible for contacting professional organizations, joining, participating in sponsored conferences and completing other professional development activities.

Both ACA and ASCA and many other regional, state and local professional organizations provide reasonable liability insurance for counselors. Professionals are responsible for obtaining insurance coverage prior to meeting with clients or working within a school system. Information is available privately or through the professional associations.

Evidence of professional insurance coverage demonstrates that you perceive yourself as a professional, observing the responsibilities inherent in a health care profession. Maintain evidence of insurance coverage in this portfolio.

SECTION 2.4

HONORS, AWARDS, GRANTS

List any scholarships, honors, grants, or awards that you have received, the dates received and

the contributing organization.

SECTION 2.5

PUBLICATIONS

List, in APA format, any publications that you have written. Plan to keep reprints or copies of

all publications.

Include all publications such as, newspaper articles, proceedings, papers or documents

published by professional counseling or educational groups.

Some graduate programs require students to submit a publishable article to a professional journal. If you attended a program with this requirement, include your article even if it is not accepted for publication. Include the name of the journal, date and comments or suggestions made to you in writing.

If you have not submitted an article, consider co-authoring an article with one of your colleagues related to the program you are implementing.

SECTION 2.6

CERTIFICATES, CREDENTIALS AND LICENSES

List the title and number of any credentials or licenses you hold.

List any certificates that qualify you for specialty areas such as career counseling, behavior intervention, group counseling,

competency-based student support programs.

SECTION 2.7

LETTERS OF RECOMMENDATION

AND COMMENDATION

Prepare a list of persons you might ask to write you a letter of recommendation. You may want to consider identifying those that can attest to your competencies in one or more of the areas

indicated below.

1. academic preparation and applications

2. professional counseling skills

3. team membership contributions

4. assumption of leaderships role(s)

5. quality of work (writing, planning, time management, organization)

6. attitudes toward and from colleagues, management, staff, parents, students, community.

7. community involvement and contributions

8. interpersonal skills (maturity, relationship building)

SECTION 2.8

SPECIALIZED SKILLS

List special skills that could be professionally relevant such as computer expertise, foreign

languages, public speaking, grant writing, video production, etc..

SECTION 2.9

CURRENT CURRICULUM VITAE

Vitae are developed to provide a sketch ofan individual's professional life. In most cases,

vitae include a list of current professional activities that are indicative of one's interests and efforts. Vitae can be as long as you wish,

and often run several pages. Categories typically include the following, but may be

supplemented by any of the resume categories.

1. Identifying data

2. Educational background

3. Professional experiences (in reverse chronological order)

4. Licenses and credentials

5. Membership in professional organizations

6. Research experience

7. Honors, awards, and scholarships

8. Publications (include special reports, booklets)

9. Contributions to the community

10. Consultation

11. Professional presentations

(With the exception of length, all suggestions for resume writing also apply to vita).

SECTION 2.10

CURRENT RESUME

A resume is a specific summary of your skills and qualification that advertises what you have

to offer a prospective employ. To interest employers, the resume should be concise (one or

two pages), easy to read and contain on pertinent information related to a specific position. Resumes should be rewritten to

address requirements of each position for which one applies.

PREPARING YOUR RESUME

Career Centers offer resume writing workshops and will critique resumes for you. It is recommended that you take advantage of this service and make an appointment with a career counselor for a resume critique, or take a resume writing workshop.

Possible categories of information are:1. Identifying data (name, address, telephone number).

2. Objective (clear and concise statement specifying the type of position and field of work in which you are interested).

3. Overview statement (also called Summary of Qualifications; used to provide broad view of your background and identify specific areas of expertise; may replace objective)/

4. Accomplishments (statements that demonstrate outstanding performance; should describe what you did, how you did it, and what the outcome or result based; quantify results whenever possible).

5. Education (degrees listed in reverse chronological order).

6. Major course work (can be used to list 6 to 8 courses which indicate a major area of expertise.

7. Experience (list in reverse chronological order; emphasize skills transferable to the type of position you are seeking).

8. Specialized skills.

9. Professional affiliation, campus/community activities, honors or awards.

10. Interests (athletic, cultural or social interest directly or indirectly related to the position).

11. References (typed on a separate sheet with the same heading used on the resume; or "References Available Upon Request" at the bottom of the resume).

The following suggestions are offered for writing a resume:1. Write your own resume. You will need to be able to respond to it in an interview.2. Use capitalization, bold or italic type and underlining for emphasis.3. Leave at least 1-inch margins all around.4. Avoid the use of personal pronouns (I, me, my). Use correct verb tense.5. Format it for visual impact.6. Make it perfect! Eliminate spelling, punctuation, and typographical errors. Use a laser printer to

generate your master copy. Have it duplicated professionally on high quality white or buff paper.

SECTION 2.11

COMMUNITY INVOLVEMENTVOLUNTEER SERVICE

List any community experience or volunteer service related to counseling. Indicate where

service was done, when,who can validate it (supervisor) and for how long was service provided. Also indicate how

you happened to become involved and contributions/results you attained through this experience. For each experience discuss what

you learned about yourself and what you specifically enjoyed.

SECTION 2.12

MENTOR / PROTEGE EXPERIENCES

Discuss some of your memorable experiences as a mentor or as a protege. How did the

relationships develop, and what were the valuable things you learned as a result of those

experiences.

SECTION 3

PROFESSIONAL PREPARATION

SECTION 3.1

PERSONAL ASSESSMENT

In this section you should list any assessment instruments you have personally taken (for

example, Strong Interest Inventory, Edwards Personal Preference Schedule, Myers-Briggs Typology Inventory), the results, and your

interpretation of those results. Make as many copies as necessary of the next page in order to fill out the three categories for each instrument

you have taken.Instruments may be administered as part of a course or may be requested through a Career

Center.

PERSONAL ASSESSMENT

Instrument:

Date Taken:

Scale Scores:

Interpretation of Results:

SECTION 3.2

WORKSHOPS AND TRAINING SESSIONS ATTENDED

In addition to coursework, professionals are expected to participate in professional development opportunities in the community and through professional organizations. List workshops, conferences, conventions, training sessions or other professional development activities in which you participated and/or provided leadership. Indicate the organization providing the activity, when, where, number of hours, workshop leader, topic and discuss specifically what you learned and what competencies you gained from the experience.

SECTION 3.3

PROFESSIONAL / PERSONAL PHILOSOPHY

Throughout your time in the profession you will be formulating and revising a professional and personal philosophy of counseling. Colleagues represent a variety of perspectives and as you

grow, you will be exposed to other views. Make notes as you experience different philosophies

and use these notes to formulate your own philosophy of counseling. Be prepared to

articulate your position, remembering that an eclectic philosophy is frequently an excuse for not identifying one's own belief system. If you are truly eclectic, be prepared to document the ingredients that contribute to your philosophy.

Section 3.4

READINGS

As part of your professional development you are expected to integrate new information in the

formulation of your own principles, theories and models of practice. This section is intended for you to record books, articles and readings that have made the greatest impression upon

you. List as many key references as you feel are important to you on several pages. Then select

and discuss those references that have been most impactful in more detail explaining how these have affected your outlook and views.

Section 3.5

VIDEOTAPES

During your work in classrooms and with parent groups you are encouraged to make

videotapes which will demonstrate your presentation and knowledge skills in a variety

of areas.

Retain the best examples you have for presentation to your administrator and for

expanding your resources for use with students, parents, staff and other interested clients. When possible, include written agendas of the sessions

and handouts used during the presentations.

Section 3.6

TECHNOLOGY APPLICATIONS

In the field of counseling, technology has become a useful and important resource.

Counseling effectiveness may be complemented by skills acquired in computer-assisted

guidance systems, multi-media experiences and other technological competencies. In this section you may choose to cite or include products that you have developed or have been trained to use.

Examples may include but are not limited to software programs, videos, documentation

manuals and workshops attended.

Section 3.7

JOURNAL / LEARNING LOGS

Journals and learning logs provide a continuous assessment of progress from the beginning to the end of the year or throughout the implementation of the program. Journals are personal reactions or reflections on what is occurring, how one feels during the process, documentation of stress, success, setbacks, etc. It provides important information that can be used when planning the next year of program activities.

Learning logs are also documentation of the specific knowledge, attitudes and skills acquired through readings, interactions with others, life experiences and professional development activities.Through learning logs your administrator will gain information about the myriad of experiences that build your competence in a variety of counseling areas. In this way, you provide the administrator an opportunity to recognize and appreciate you from a variety of perspectives.

Section 3.8

PERSONAL REFLECTION AND CRITIQUE

This section requires that you actively participate in the assessment of your own performance. Please take this opportunity to reflect upon everything in this portfolio, the materials, the experiences, your own strengths and weaknesses and other thoughts you may have on the process. You will share a synthesis from this section but should not show it to anybody else. These are your personal and honest reflections from which you are expected to formulate your own professional plans for the coming year.

REMEMBER: This is your portfolio and you may use it for your own purposes as well as making it available as documentation of what you have accomplished as a professional counselor or other student support professional. It should be kept with pride and should represent you in the most positive light. It is a reflection of you.

SECTION 4

SAMPLE MATERIALS

SECTION 4.1

STAFF DEVELOPMENT

Keep a copy of materials, evaluations, feedback on any staff development presentations. parent

groups or units that you prepare and / or present. Indicate where the staff development

took place, who participated, what was presented, reactions and any evidence of

participant outcomes.

SECTION 4.2

CURRICULUM UNITS

Keep a copy of materials, evaluations, feedback on any guidance or other student support

curriculum units presented or units that you prepare and / or present. Indicate where the

units were taught, who participated, what was presented, reactions and any evidence of

participant outcomes.

SECTION 4.3

GUIDANCE / CAREER CENTER PLANOR PARENT CENTER PLAN

The career development program may include the need to develop a plan for a comprehensive career or guidance center.You may also be required to develop a plan for a parent center or other type of resource center that provides materials, services and support for clients.

Keep copies of plans as demonstration of your ability to design and evaluate comprehensive programs and resource centers for a school or community.

SECTION 4.4

PRESENTATIONS

Keep a copy of notes, feedback and evaluation of the presentations required in your classes and presentations you make at other sites. Document the topic, research preparation,

materials used, evaluations, feedback or other information related to your presentation.

Indicate where the was given, who was the audience, reactions and evidence of participant

outcomes.

SECTION 4.5

PROPOSALS

Keep a copy of proposals you prepare and /or present. Document when, where and for whom

the proposal was prepared.Include names of other writers, a copy of the

RFP (in the case of a grant proposal), and discuss what you learned from the process.

Indicate whether the proposal was accepted and the reasons why or why not.

SECTION 4.6

WRITTEN CONTRIBUTIONS

Provide copies of written information that you have prepared for students, parents,

community groups. Indicate the date, audience, how it was disseminated, evidence of

effectiveness and whether you intend to use the same or similar written information in the

future.

If you have professionally published documents, include copies with information on when,

where, distribution, etc.

SECTION 4.7

COMPREHENSIVE RESULTS-BASEDSTUDENT SUPPORT PROGRAM

Retain a copy of the Student Support program for your school site. It documents your work

and demonstrates your ability in program development including the creation of a

mission/purpose statement, goals, student competencies, glossary, school plans and

individual agreements, monitoring system, advisory committee, and a master calendar of

events.