Final+Report



Final Report Educational Supervision Leadership   This program is for students devoted to service and leadership. The program is unique to its approach to the integration of counseling training with a high level of professional commitment and involvement. Faculty, graduates and students contribute to their own professional development and the growth of the profession by their leadership in professional positions. The program prepares people for leadership roles in colleges, universities and other agencies devoted to adult learning.  I seek to continue to develop a Career and Testing Center that provides services most beneficial to students, alumni and community constituents while supporting the mission of Career and Testing Center, division of Student Affairs and Lamar University. I look forward to continuing to provide leadership to the division of student Affairs and prepare myself for the continued development within the Division. I am very interested in lecturing in a course such as Career Development Counseling and/or in Educational Leadership. In addition, the below mentioned leadership roles intrigue me as I continue to grow and mature within the division of student affairs. My aspirations include the following areas of responsibilities are covered by the program: //__Assistant Vice President for Student Affairs/Director of Multicultural Student Affairs __////: // //Sort and respond to inquiries for information. Analyze University Policy and Procedures which affect area/division. Assist students/parents to resolve student affairs issues or concerns through direct support. Supervise and evaluate staff. Participate in long and short range strategic planning. Evaluate effect of recruitment and retention efforts to meet diversity enrollment goals. Manage departmental budget. Advise and consult with administration and management regarding problems with target group recruitment and retention. Prepare and submit grant proposals for external funding. //  //__Associate Vice President, Dean of Students __// //Assess all programs, services, and planned activities for the division of student affairs. Coordinate activities and budget for program development teams. Prepare quality reports for the Vice President of Student Affairs. Assist in developing long-range planning documents. Update significant policy initiatives by analyzing university policy statements. Preside over the allocation each year of student service fees. Direct and conduct fund-raising. Maintain budgets and ensure the accounts are not overspent. Provide council for parents. Evaluate members reporting to the dean of students. Coordinate graduate assistant recruitment and placement. Hire new staff and approve existing staff developmental leave requests. Attend divisional staff development programs, region/state conferences and workshops. Contribute to SACS meeting, preparation and oversee the submission of IEP to include student learning outcomes for the division of student affairs. // 
 * Philosophy of Educational Supervision for both educators and students **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Personal professional goals **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Although, the above listed jobs and posted descriptions are basic they both represent the dedication to the division of student affairs. The positions of leadership for student affairs look at: Students and Their Institutions, Diversity and Multiculturalism, Organization, Leadership, and Human Resources, Health Engendering Environments and Ethical Considerations. The combined course for Supervision looks at the Administrative preparation to: Establish and Prepare the Self-Assessment Programming by a Divisional/Campus Team, Initiating the Self –Study, Indentify and Summarize Evaluative Evidence for division development focusing on student learning outcomes, identifying discrepancies, determining appropriate corrective action, be able to recommend special actions to program enhancement and prepare and implement a division’s action plan. This program has given me the inspiration and academic as well as applied knowledge to appropriately and respectively contribute to the ongoing development of the division of student affairs.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">I seek to continue to grow and develop in the profession of not only career and testing services but that of the profession of student affairs. I plan to apply for doctorial candidacy fall 2011. I would like to look at the Student Development Theory in On Campus Programs for Student Employment. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Studying both Counseling and Supervision has allowed me to be very well rounded to look at situations that arise, not only as an administrator, but that of the counseling professional. This program has given the foundation to develop an understanding and method of development through theory and implementation for the following area: Individual and Group Interventions, Organization and Administration, Assessment, Evaluation and Research in Higher Education, Facility and Funding Resources, Professional Ethics and Legal Responsibilities and Program Evaluation. The Courses I have taken to gain a fundamental knowledge in the above mentioned areas are: Educational Supervision Leadership Internships, Fundamentals of Administration, Leadership and Organizational Change, Human Resource Development, Test, Measurements and Evaluation, Cross Cultural Counseling, and Career Development. I am dedicated to the advancement of the Career and Testing Center to include a Student Employment Center. This role fulfills a professional passion to provide quality services to the students of Lamar University. As we continue to grow and develop as professionals and to provide that development to the staff of such a program and the services we provide to our student, faculty, staff and community are to continue to render exemplary services while providing quality student learning outcomes. This program has brought to life the initiatives, goals and vision for the Career and Testing Center. I truly feel that the courses I have taken in this program has provided me fundamental resources to continue to grow the Center into a department that is setting a standard in our professional field, while our students at Lamar University are able to have available viable resources for their professional development initiatives. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">This program has allowed me to accomplish a dream. A dream I set for myself some years ago, but to only realize it through an ambition to contribute to the division of student affairs at a level that required the credentials from a Master’s degree (Director of Career Services). This dream has become a reality as each course I have taken was brought to life by my role as Director of the Career and Testing Center. There was a time that I only dreamed of obtaining such a credential and now that I am about to graduate in May, I find myself counting down the completion of my husband’s master’s program so I can obtain my Doctorate degree. What once began as a quest to obtain credentials in my professional field, has now become a stepping stone to achieving the ultimate personal goal of a Doctorate of Educational Leadership. This program allowed me to reevaluate the role of the administrator. Through this program that brought counseling and administration together was incredible. I truly believe that I support my role on this campus in a more influential way. I am able to value the importance of negotiation, group discussion, and deliberation and student evaluation in a more constructive/productive way. The studies in technology through this course enabled me to open up services not only in the Career and Testing Center, but the areas of Student Affairs. The new ideas and initiative that were used during the SACS evaluation was a tribute to this area of development. I hope to obtain a role as an adjunct professor. I will be able to further utilize my learned technological tools such as wikispaces, blogs and RSS feeds. This learned, now obsession of interest will set a tone for a more involved class and better discussion and debate on the areas of study. As for administrative uses, it has most certainly assisted not only assessment of programs, but it has also flown open the door of communication and marketing initiatives.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Personal professional development plans for the next three years **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Reflections of the overall degree program **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">What you have learned from your master’s program about yourself, your technology, and leadership skills, and your attitudes **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Fundamentals of Administration (EDLD 5311.01) In this course I was able to understand the relationship between a person’s behaviors and his/her own nature and his/her beliefs, about the nature of man in general. I was able to understand the relationship between and among: a person’s nature, his/her beliefs about the nature of man, and his/her leadership style. The course allowed students to utilize group’s process as a problem solving device. We were able to identify leadership styles of others. Student were able to analyze ones own leadership style and to demonstrate a commitment to ones continued professional growth.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Specify the six courses in your degree program you believe helped you more than others and give rationale for your choices. **

Negotiation: Leadership, ADR and Organizational Change (BUSI 5320) In this course we were able to focus on the development of negotiation and versatile leadership skills important in the effective management of change. Through role playing exercises, tapes, diagnostic tools, seminar discussion, selected readings, and case studies, I learned theory and was able to build skills necessary for meeting objectives and providing leadership in diverse groups and organizations. I was able to identify my own negotiation and decision-making styles, strengths and weaknesses, explore issues of fairness and equity, examine the use of joint business discretion. Students were able to analyze conflicts and ethical dilemmas. It was very interesting to recognize the factors that can cause company acceptance or rejection of your decisions. In the area of Negotiation we were able to write and communicate decisions more clearly.

Human Resource Development (EDLD 5345-01) Effective personnel administration requires knowledge of personnel law, organizational policy, administrative theory, and an understanding of people and what motivates them. Personnel administration in education was the primary focus of this course. The leadership theories were also looked at appropriate for other fields and organizations. Texas’ laws, SBOE rules, SBEC Guidelines, and school district policy provided the legal framework for this course. The course also provided opportunities to examine and practice communications skills, including negotiation, mediation, and arbitration. The course looked at candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. Students gained the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. We are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. Students gained the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal and cultural context.

Test, Measurement, and Evaluation (EDLD 5334) This course provided the student with the tools to demonstrate the ability to conduct test evaluation analysis and include discussion of the reliability and validity established for each instrument analyzed. We looked at how to plan evaluations and select appropriate instruments for program evaluation, individual evaluation, and group evaluation. We were required to demonstrate knowledge of evaluation for at-risk students, and students with disabilities. We also looked at the differences between federal/state requirements under Section 504 and IDEA. Students looked at different types of tests to include standard, criterion referenced, authentic and informal tests and evaluation processes. This included the knowledge of test and assessment terms and vocabulary associated with test and measurement and demonstrates some facility with test interpretation. Students were required to demonstrate the ability to participate in small group projects and making class presentations. Assigned topics of student in particular were: Individual Testing, Testing Special Populations, Group Testing, Aptitude Testing, Personality Testing, Interests and Attitudes, and Projective tests.

Cross Cultural Counseling (CNDV 5320) This course was to provide students the opportunity to assess their awareness and knowledge of cross cultural counseling. The students looked at trends and changes in human roles including multicultural and pluralistic trends; characteristics and concerns of subgroups. We were required to look at human variation, cultural diversity and environment as interactive experiences and basic dimensions of culture in general. It was very interesting to look at the evolution of the American culture and the inclusion of diverse peoples within a shared common culture. The students were able to develop an appreciation of the influences of one’s cultural heritage upon themselves. We looked at the understanding and valuing of the cultural values, beliefs and behaviors of persons of a different heritage. In doing so, you developed a sensitivity to and knowledge of the diversity and complexity of the relationship between people of differing backgrounds and experiences. The course provided a learned ability to enjoy your own and others’ cultural similarities and differences. The students develop recognition of the influences and interactional relationships of heritage and self identity upon their membership in a national and global society. The course also looked at: Texas Standards for Counselor’s State Board of Educator Certification: //<span style="font-family: 'Times New Roman','serif';">(b) Standard I. Learner – Centered Knowledge: The certified school counselor has a broad knowledge base. // //<span style="font-family: 'Times New Roman','serif';">(e) Standard IV. Learner – Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. // //<span style="font-family: 'Times New Roman','serif';">(f) Standard V. Learner – Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. // //<span style="font-family: 'Times New Roman','serif';">b. Standard I. The certified school counselor must know and understand: // //<span style="font-family: 'Times New Roman','serif';">b (5) changing societal trends, including demographics, economic, and technological tendencies, and their relevance to school counseling. // //<span style="font-family: 'Times New Roman','serif';">b (6) environmental, social, and cultural factors that affect learners’ development and the relevance of those factors to guidance and counseling programs. // //<span style="font-family: 'Times New Roman','serif';">e. Standard IV. The certified school counselor must: // //<span style="font-family: 'Times New Roman','serif';">e(1) understand learner differences, including those related to cultural background, gender, ethnicity, learning style, and know ways to create and maintain a positive school environment that is responsive to all learners. // //<span style="font-family: 'Times New Roman','serif';">e (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across cultures. // //<span style="font-family: 'Times New Roman','serif';">e (3) facilitate learning and achievement for all students; including special populations, by promoting a cooperative, inclusive and purposeful learning environment. // //<span style="font-family: 'Times New Roman','serif';">f. Standard V. The certified school counselor must: // //<span style="font-family: 'Times New Roman','serif';">f (4) facilitate learners’ access to community resources. // <span style="font-family: 'Times New Roman','serif';"> //<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Standards of the Council for Accreditation of Counseling and Related Education Programs (CACREP) // //<span style="font-family: 'Times New Roman','serif';">2. Social and cultural diversity-studies that provide an understanding of the cultural context of relationships, issues and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation mental and physical, characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals couples, ethnic groups, and communities including all of the following: // //<span style="font-family: 'Times New Roman','serif';">2.a. multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally. // //<span style="font-family: 'Times New Roman','serif';">2.b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities. // //<span style="font-family: 'Times New Roman','serif';">2.d. counselors’ roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind or body. // //<span style="font-family: 'Times New Roman','serif';">2. e. theories of multicultural counseling, theories of identity development, and multicultural competencies // //<span style="font-family: 'Times New Roman','serif';">2. f. ethical and legal considerations // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Career Development (CNDV 5323) This course provided a historical overview of career counseling and the major theories of career development. Students demonstrated the use of assessment and technology in career counseling. We were able to identify sources of occupational and educational information which will assist in the career decision process. We were able to clarify issues related to career counseling with diverse/special populations. Lastly, students were able to articulate the role of career counseling in educational and work settings and address career transitions throughout life.