Course Syllabus
CNS 565
Elementary Guidance Services
Spring, 2005
Please not that this is a web-class. As a web-class, 75% of the content is offered to you via blackboard. You are required to complete that work and submit to me as indicated by time and method. A web-class also allows for 25% face-to-face. This class has two face-to-face sessions that meet on Saturday, January 29th from 9:00am – 1:30pm; and on Saturday, February 12th from 9:00am – 1:30pm. Please note the requirements due for those sessions. This means it is necessary that you go on blackboard as soon as the semester begins and do so several times a week.
Department/Unit:Counseling and Student Affairs
Course Number:CNS 565
Credit Hour:Three Semester Hours
Course Title for the Catalog:Elementary Guidance Services
Catalog Description:The organization, administration and delivery of guidance in the elementary school.
Enrollment Restrictions for this Course:Graduate Standing.
Purpose of this Course:Teach student how to plan and implement Guidance and Career Services in the elementary school. To enable students to learn skills in leadership, advocacy, teaming and collaboration, counseling and coordination, and the assessment and use of educational data.
Course Objective:Upon completion of the CNS 565, the student should have gained.
Knowledge:1.Plan, implement, and evaluate a comprehensive developmental
program of elementary guidance and counseling .
2.Understand the need to involve faculty, staff, administrators,
students, parents, school counselors, school boards, and
community members.
3.Understand how to formulate a curriculum that provides a
developmental, preventative, guidance program to all students
within the elementary school.
4.Understand how to use short term individual counseling and
both structured and unstructured small groups to address
mental, physical, and emotional barriers to learning.
5.Recognize the need for the elementary school counselor to
6.Demonstrate knowledge as a coordinator in bringing together
people and resources in the school, the community, and the
district to promote academic, career, personal, and social
development of students.
7.Understand the elements of collaboration with the school and
district in designing and implementing a comprehensive
testing program to assess the abilities, aptitudes, achievements,
and interests of students.
8.Understand the necessity of establishing and building an
atmosphere of professional leadership within the school,
community, and educational profession to improve student
learning and well-being.
9.Demonstrate knowledge regarding Kentucky=s learning goals
and how one=s role as an elementary school counselor impacts
those goals.
10.Recognizes the need for a personal development plan that
identifies individual development needs with a means to
acquire new additional knowledge and skills needed to increase
effectiveness as an elementary school guidance counselor.
Skills:1.Demonstrate the ability to define needs, priorities, and objectives
specified in a school plan.
2.Capable of using information systems and technology
3.Able to communicate with the stake holders, including school
councils about the design, importance, and effectiveness of the
elementary guidance program.
4.Demonstrate ability to conduct a development needs assessment
for students in the elementary school.
5.Demonstrate the ability to evaluate and modify guidance
curriculum to continually meet the needs of students.
6.Guide individuals and groups of students through the development
guidance curriculum for the elementary school students based
upon needs assessment.
8.Providea safe, confidential settings in which elementary students
can present their needs and concerns.
9.Demonstrate the ability to respond effectively and appropriately
in times of crisis and conflict.
10.Demonstrate the ability to interact and consult with school
councils, school boards, Family Resource Centers, and other
school based committees.
11.Able to facilitate successful communication between and among
teachers, parents, students, and administration for the purposes
of promoting and supporting intervention strategies.
12.Capable of identifying and using appropriate community agencies
and special programs for referral of students.
13.Demonstrate the ability to facilitate successful student transition
from elementary to middle school.
14.Demonstrate participation in the planning and evaluation of the
district/school testing program.
15.Collaborate with parents, teachers, and administration regarding
assessment of special needs students.
16.Demonstrate recognition of the professional and ethical codes of
conduct for elementary school counselors of the American
Counseling Association, American School Counseling Association
and the Code of Ethics adopted by the Kentucky Education
Professional Standards Board.
17.Demonstrate willingness to present guidance programs in a
manner that reflects sensitivity to a multicultural and
global perspective.
Attitudes:1.The ability to appreciate the contribution of allied personnel to
the elementary guidance process, including nursing, special
education, school social worker, school psychologists, speech
therapists, etc.
2.Demonstrate a willingness to serve as an advocate for students.
3.Demonstrate fairness, sensitivity, empathy, and persistence in
working with students, parents, and professionals.
4.Demonstrate the importance of collaborating with elementary
guidance service professionals, administration, faculty, and
parents for the successful delivery of services to children.
Values:1.Demonstrate a value base in the educational arena that
recognizes the rights of students and educational personnel.
2.Demonstrate a value base that recognizes the worth of guidance
and counseling in the lives of students.
3.Demonstrate a value base that recognizes the importance of
providing for student affective and cognitive needs.
4.Demonstrate recognition of the value of working with lay groups,
parents, and other individuals to coordinate school and community
resources and activities which contribute to the overall
effectiveness of guidance and counseling services.
5.Demonstrate a value base that recognizes the individuality and
cultural uniqueness of every student.
Suggested Texts and/or References:
Davis, Tamara. Exploring School Counseling. Lashaska Press, 2005. (Required)
Bender, Janet. Ready Set Go. Chapin, SC: YouthLight, Inc., 2003. (Required)
Classes will meet as scheduled unless for unforseen circumstances.
Course Requirements
CNS 565
20%Attendance at the two face-to-face sessions (mandatory)
20%Completion of the Web-based lessons on Blackboard
10%Modules
10%Resource List: Videos, Books and People
15%Final Project/Portfolio
10%Chapter reviews of the Davis text (the Bender book will be discussed in the face-to-face sessions)
15%Written Examination
Grade Requirements
GradeABC
Attendance/Participationall classes95% classes90% classes
Web-Based LessonsYesYesYes
Counseling Modules222
Chapter ReviewsYesYesNo
Resource ListYesYesNo
Written Examination90%80%70%
Final Project/PortfolioYesNoNo
A.Elementary Guidance Module Guide
Subject
Purpose
Audience
Overview
(1)Introduction
(2)Step-by-Step Process
(3)Desired Outcome
(4)Measure of Success
B.Elementary Guidance Resource List
Descriptive list of community resources, videos, and books of use to you as an
elementary school counselor with special emphasis on those resources that are known
and used regularly.
C.Final Project (For a grade of A)
This is a written report due at the end of the semester which needs to include the following three parts:
(1)An assessment of counseling needs in your school. To do this please survey
at least two teachers, parents and students.
(2)From the needs assessment plan a one semester guidance and counseling plan
of how you would address those needs utilizing as many resources, community
involvement, outside agencies, etc., as are required to accomplish your plan.
(3)Finally, determine how you would evaluate the outcomes of your guidance plan
at the end of the semester in order to show how well you met the indicated
needs of your students.
*****Be as thorough as you can but limit your report to between 5-6 pages*****
Donald R. Nims, Ed.D.
Tate Page Hall 417E
Western Kentucky University
Bowling Green, KY 42101
(Office)270-745-6316, (Fax)270-745-5031, (Email) donald.nims@wku.edu