Sistema Universitario Ana G. Méndez
School of Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
EDUC 581
Introduction to the Profession of Counseling and Guidance
Introducción a la Profesión de Orientación y Consejería
© Sistema Universitario Ana G. Méndez, 2005
Derechos Reservados.
© Ana G. Méndez University System, 2005. All rights reserved.
EDUC 581 Introduction to the Profession of Counseling and Guidance
TABLA DE CONTENIDO/TABLE OF CONTENTS
Páginas/Pages
Prontuario/Study Guide ........................................................................................ 3
Taller Uno/Workshop One .................................................................................. 17
Taller Dos/Workshop Two ................................................................................... 21
Taller Tres/Workshop Three ............................................................................... 24
Taller Cuatro/Workshop Four .............................................................................. 28
Taller Cinco/Workshop Five ................................................................................ 31
Anejo A/Appendix A ............................................................................................ 35
Anejo B/Appendix B ............................................................................................ 36
Anejo C/Appendix C ............................................................................................ 38
Anejo D/Appendix D............................................................................................ 40
Anejo E/Appendix E ............................................................................................ 42
Anejo F/Appendix F ............................................................................................ 46
Anejo G/Appendix G ........................................................................................... 47
Anejo H/Appendix H............................................................................................ 49
Anejo I/Appendix I ............................................................................................... 51
Anejo J/Appendix J ............................................................................................. 53
Anejo K/ Appendix K ........................................................................................... 54
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
2
EDUC 581 Introduction to the Profession of Counseling and Guidance
Prontuario
Título del Curso
Introducción a los servicios de Orientación y Consejería
Codificación
EDUC 581
Duración
Cinco Semanas
Pre-requisito
Ninguno
Descripción
Educación 581 es un curso introductorio al campo de la orientación y consejería.
Se estudia el trasfondo histórico de la profesión y el rol del consejero en diferentes
ambientes de trabajo. Se relaciona al estudiante con diversos enfoques teóricos y
estrategias utilizadas en el proceso de ayuda.
Objetivos Generales
Al finalizar el curso, el/la estudiante:
1. Discutirá y describirá el trasfondo histórico y el estado actual de la consejería
profesional.
2. Comparará los diferentes escenarios de trabajo donde se desempeñan los
consejeros y las funciones que se llevan a cabo.
3. Analizará y aplicará los principales enfoques teóricos que se utilizan en la
consejería y el proceso de ayuda.
4. Analizará y elaborará las consideraciones profesionales, éticas y legales de la
profesión, enmarcados en el Código de Ética.
5. Identificará las características personales y profesionales necesarias para una
relación de ayuda.
6. Aplicará técnicas y destrezas de comunicación en el proceso de ayuda.
7. Definirá y elaborará sobre lo que es la consejería individual y grupal.
8. Definirá y elaborará sobre lo que es la consejería de carrera y su importancia.
Textos y Recursos
Los siguientes textos sirven de recurso para los temas del curso:
Gibson, R. & Mitchell, M. (2008). Introduction to Counseling and Guidance. New
Jersey: Prentice Hall.
Nugent, F. (1994). An Introduction to the Profession of Counseling. New Jersey:
Prentice Hall.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
3
EDUC 581 Introduction to the Profession of Counseling and Guidance
Referencias y material suplementario
American School Counselor Association (2003). The ASCA National Model:
Framework for School Counseling Programs. ASCA.
Corey, G. (2001). Theory and practice of counseling and psychotherapy. (Fifth
edition). Brooks/Cole Publishing Company
Corey, G., Schneider, M. & Callanan, P. (1993). Issues and Ethics in the Helping
Professions. (Fourth Edition) California: Brooks/ Cole Publishing Company.
Corsini, R. & Wedding, D. (1996). Current Psychotherapies. Illinois: F. E. Peacock
Publishers, Inc.
Egan, G. (2001). The Skilled Helper. (7th Edition). California: Pacific Grove
Greenstone, J. & Leuiton S. (1993). Elements of Counseling. California: Brooks/
Cole Publishing.
Gladding, S. (2001). Counseling dictionary: The concise definitions of frequently
used terms.
Gladding, S. (2000). Counseling: a comprehensive profession. New Jersey:
Prentice may.
Gladding, S. (1998). Counseling as an Art: The Creative Arts in Counseling.
Alexandria, VA: American Counseling Association
Kennedy & Charles (2001). On becoming a counselor. New York: Crossroads
Publishing Co.
Evaluación
La evaluación del curso consiste en medir el grado de aprovechamiento que el
estudiante haya obtenido del mismo. Dicha evaluación consistirá de las
puntuaciones que resulten de las siguientes actividades:
Asistencia y participación en clase
10%
Tareas Semanales
10%
Entrevista a Orientador/Consejero
10%
Presentación oral grupal en inglés
10%
Diario de aprendizaje
5%
Reacción escrita inmediata
5%
Portafolio Académico
10%
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
4
EDUC 581 Introduction to the Profession of Counseling and Guidance
Monografía en inglés
20%
Análisis crítico de artículos
10%
Proyecto final: grabación en español
10%
Total
100%
Nota: La puntuación final obetnida será la suma de la puntuación obtenida en todas
las actividades desarrolladas. La sumatoria final será de 100 puntos con curva
estándar. Las matrices a utilizarse para la evaluación del estudiante se incluyen al
final del módulo. El estudiante será evaluado en términos del dominio del
conocimiento adquirido a través del curso y de su dominio del idioma, tanto en
inglés como del español.

Asistencia a clase- La asistencia es mandatoria y la puntualidad representa
ética profesional. El facilitador llevará un registro de las mismas para cada taller
y al finalizar el curso utilizará el Anejo D para evaluar a cada estudiante.

Participación en clase- Se espera que todo estudiante asista a clases
preparado para discutir los temas del día (lecturas, preguntas asignadas, diario
actualizado, etc.) y que participe activamente (¡qué se note!). El Facilitador
evaluará la participación y contribución de cada estudiante al finalizar el curso
(Anejo D); tomará en cuenta el grado de participación de cada estudiante, si se
preparó para la misma y su contribución en el desarrollo de la clase. El
estudiante se auto evaluará a través del Diario Reflexivo (Anejo B) y la
Reacción Escrita Inmediata (Anejo C) y entregará los mismos al finalizar cada
taller.

Tareas semanales- La comunicación es parte esencial del proceso de
consejería, así como, una destreza de aprendizaje invaluable. Es por ésto, que
en este curso se incluyen trabajos escritos, tales como, monografías, análisis
crítico de artículos profesionales, etc. Estas asignaciones serán evaluadas tanto
en la calidad técnica de la escritura (gramática, acentuación, puntuación,
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
5
EDUC 581 Introduction to the Profession of Counseling and Guidance
estructura de las oraciones, etc.), como también en su contenido. Las mismas
serán entregadas al finalizar cada taller y el Facilitador devolverá las tareas en la
siguiente clase con las correciones y recomendaciones a las mismas. El
estudiante podrá revisar, corregir y mejorar esas tareas en función de los
comentarios del Facilitador y lo aprendido en clases. Las tareas deben ser
preparados en el idioma del taller y siguiendo las guías de escritura de APA (6ta.
Edición).

Diario de Aprendizaje (Anejo B): El estudiante contestará una pregunta o frase
relacionada con el tema de la clase. El diario de aprendizaje se escribirá en el
idioma del taller.

Reacción Escrita Inmediata (Anejo C). El estudiante completará su reacción
escrita inmediata y entregará el mismo al Facilitador al finalizar cada taller. La
reacción escrita inmediata se escribirá en el idioma del taller.

Entrevista a Consejero: Los estudiantes entrevistarán a un consejero del área
del su predilección (Consejero Escolar, Gerontología, Salud Mental, Consejero
de Matrimonios y Familia, etc.). Para la entrevista el estudiante utilizará como
guía el bosquejo proveido en el Apendice E. La entrevista será para el taller
número dos y presentará un resumen de la misma en clase a sus compañeros y
facilitador. La presentación de la entrevista será en español.

Monografía: Cada estudiante tendrá la tarea de escribir tres páginas sobre una
teoría
ía. La monografía será en inglés y seguirá el estilo de escritura
de APA (6ta. Edición) y será entregado en el taller número tres (Ver Anejo F y
J).

Análisis Crítico de Artículos- Cada estudiante tendrá la tarea de escribir en
cada taller un análisis crítico sobre la teoría de consejería que corresponde a la
monografía. El análisis crítico deberá contener dos artículos y será evaluado de
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
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EDUC 581 Introduction to the Profession of Counseling and Guidance
acuerdo al Apéndice K. El estudiante deberá seguir el estilo de escritura de
APA (6ta. Edición).

Proyecto Final- Los estudiantes se dividirán en grupos de no más de tres (3)
estudiantes. Cada grupo grabará una sesión de consejería y la presentará en el
último taller. Deben alternar roles, por lo que cada integrante debe tener la
oportunidad de ser el consejero, el cliente y el observador. El cliente debe
presentar un problema real y el consejero debe trabajar el problema. En cada
entrevista deben verse reflejadas claramente las etapas del proceso de
consejería, así como varias técnicas de consejería. Mientras el consejero y el
cliente interactúan, el observador debe grabar la sesión. Cada integrante del
grupo debe entregar una reacción del proceso desde la perspectiva de
observador, consejero y cliente. La grabación será presentada en el último
taller. Cada grupo tendrá un máximo de 30 minutos para presentar su trabajo. El
facilitador evaluará la grabación, presentación en clase y el trabajo escrito. Cada
integrante del equipo evaluará la aportación de sus compañeros y el trabajo
grupal (Anejo I).Cada grupo llevará a cabo su presentación oral en inglés y el
trabajo escrito deberá presentarse en español.

Portafolio Académico: Cada estudiante deberá prepara un portafolio digital del
curso donde reflexionará sobre los temas del curso y cómo éste se va
desarrollando. Es importante que cada estudiante trabaje este portafolio a partir
de la primera semana de clases, lo mantenga actualizado y lo traiga a clases
cada semana para que lo pueda utilizar y el Facilitador lo pueda revisar. El
portafolio deberá incluir las siguientes partes:
1. Portada estilo APA
2. Tabla de Contenido
3. Introducción
4. División en cinco talleres

Asignaciones

Avalúo
5. Conclusión- Evaluación final
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
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EDUC 581 Introduction to the Profession of Counseling and Guidance
6. Bibliografía- Referencias estilo APA
Nota: Vea copia de DIGITAL PERFORMANCE PORTFOLIO ASSESSMENT
HANDBOOK

Laboratorio de Lenguaje: Ademas de la asistencia mandatoria al salón de
clase y participación durante la misma, el estudiante deberá cumplir veinte (20)
horas de laboratorio de idiomas. Las mismas deberán incluir trabajos en el
laboratorio de idiomas en los programas establecidos (Ejemplo: Tell Me More,
etc), incluirá también su tiempo de investigación y otros trabajos establecidos. A
través de los cinco talleres el estudiante deberá recopilar evidencia de su trabajo
para ser entregada al Facilitador en el último taller. El Facilitador podrá
determinar la distribución de horas entre ambos idiomas- inglés y español- de
acuerdo a las necesidades individuales de cada estudiante.
Descripción de las normas del curso
1. Este curso sigue el programa “Di
ipli
-Based Dual-Language Model®” del
Sistema Universitario Ana G. Méndez, el mismo esta diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.
Esto significa que cada taller deberá ser conducido enteramente en el
lenguaje especificado. Los lenguajes serán alternados en cada taller para
asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el modulo debe especificar que se utilizaran ambos
idiomas en el quinto taller, dividiendo el tiempo y las actividades
equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en
hacer una pregunta en el idioma especificado, bien puede escoger el idioma
de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá
contestar la misma en el idioma designado para ese taller. Esto deberá ser
una excepción a las reglas pues es importante que los estudiantes utilicen el
idioma designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en ingles o todo en español según
aplique.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
8
EDUC 581 Introduction to the Profession of Counseling and Guidance
2. El curso es conducido en formato acelerado, eso requiere que los
estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada
taller requiere un promedio de diez (10) horas de preparación y en ocasiones
requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente
al taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá
el trabajo perdido, de ser necesario. El facilitador decidirá uno de los
siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo
adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes de taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a mas de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado
en la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota
a dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales
es extremadamente importante pues no se pueden reponer. Si el estudiante
provee una excusa valida y verificable, el facilitador determinara una
actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá
incluir el mismo contenido y componentes del lenguaje como la presentación
oral o actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
9
EDUC 581 Introduction to the Profession of Counseling and Guidance
plagiado, copiado o presente trazos de otro será calificado con cero. (Vea la
política de honestidad académica)
8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos
y entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber
una necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en
el salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen Metro Orlando y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Existen otros “web sites” que
podrá utilizar para la búsqueda de la información deseada. Entre ellas están:

www.google.com

www.bibliotecavirtualut.suagm.edu

www.ask.com

www.eric.ed.gov/

www.pregunta.com

www.findarticles.com

www.flelibrary.org

www.apastyle.org
Para comprar o alquilar libros de textos o referencias nuevas o usadas puede
visitar:

www.chegg.com (alquiler)

www.bookswim.com (alquiler)

www.allbookstores.com (compra)

www.alibris.com (compra)
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
10
EDUC 581 Introduction to the Profession of Counseling and Guidance
Estas son sól
l
l
p
ías donde puede comprar o alquilar
libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir
algunas de ser necesario.
Nota: Del Facilitador o el estudiante requerir o desear una investigación o la
administración de cuestionarios o entrevistas, deben referirse a las normas y
procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para
acceder a los formularios de la Oficina de Cumplimiento pueden visitar este enlace
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios
que necesite. Además de los formularios el estudiante o Facilitador pueden
encontrar las instrucciones para la certificación en línea. Estas certificaciones
incluyen: IRB Institional Review Board, Health Information Portability and
Accountability Act (HIPPA), y Responsibility Conduct for Research Act (RCR).
De tener alguna duda favor de comunicarse con las Coordinadoras Institucionales o
a la oficina de Cumplimiento a los siguientes teléfonos:
 Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
 Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
 Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
 Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo. Constructivismo
es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando
a través de nuestras experiencias, podemos construir nuestro propio conocimiento
sobre el mundo en el que vivimos.
C
t
t
p pi
“
l
“y “ ét
t l
”q
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente elproceso de ajustar nuestros modelos mentales para poder acomodar
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
11
EDUC 581 Introduction to the Profession of Counseling and Guidance
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una
conexión entre los hechos y fomentar un nuevoentendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas
de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzarcon situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse
en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los
conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar
dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio
significado, no sólo
iz
l
t
t
i
“
t
”y
p ti
l i
ificado
de otra persona. Como la educación es intrínsecamente interdisciplinaria, la única
forma válida para asegurar el aprendizaje es hacer del avalúo parte esencial de
dicho proceso, asegurando que el mismo provea a los estudiantes con la
información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
12
EDUC 581 Introduction to the Profession of Counseling and Guidance
Study Guide
Course Title
Introduction to the Profession of Counseling and
Code
EDUC 581
Time Length
Five Weeks or as applicable
Pre-requisite
None
Guidance
Description
Education 581 is an introductory course to the profession of counseling and
guidance. In this course, the historical perspective of the profession is studied, as
well as th
l ’
l i
iff
tw k
tti
. T
t
t will b
l t
with diverse theoretical approaches and strategies used in the helping process. The
course provides the fundamental concepts and principles that will serve as a base to
other specialty courses in Counseling.
General Objectives
By the end of the course, students will be able to:
1. Discuss and describe the historical perspective and actual status of counseling.
2. C
p
l
’ iff
tw k
tti
t
t
k
i
t t
m in
each setting.
3. Analyze and apply theoretical perspectives used in counseling and in the helping
process.
4. Analyze and elaborate professional, ethical and legal considerations of the
profession, based on the Code of Ethics.
5. Identify the professional and personal characteristics necessary to build an
effective helping relationship.
6. Apply techniques as well as communication skills in the helping process.
7. Define and elaborate the processes of individual and group counseling.
8. Define and elaborate the process of career counseling and its importance.
Texts and Resources
Gibson, R. & Mitchell, M. (2008). Introduction to Counseling and guidance. New
Jersey: Prentice Hall.
Nugent, F. (1994). An Introduction to the Profession of Counseling. New Jersey:
Prentice Hall.
References and Supplementary Materials
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
13
EDUC 581 Introduction to the Profession of Counseling and Guidance
American School Counselor Association (2003). The ASCA National Model:
framework for School Counseling Programs. ASCA.
Corey, G. (2001). Theory and practice of counseling and psychotherapy. (Fifth
edition). Brooks/Cole Publishing Company
Corey, G., Schneider, M. & Callanan, P. (1993). Issues and Ethics in the Helping
Professions. (Fourth Edition) California: Brooks/ Cole Publishing Company.
Corsini, R. & Wedding, D. (1996). Current Psychotherapies. Illinois: F. E. Peacock
Publishers, Inc.
Egan, G. (2001). The Skilled Helper. (7th Edition). California: Pacific Grove
Greenstone, J. & Leuiton S. (1993). Elements of Counseling. California: Brooks/
Cole Publishing.
Gladding, S. (2001). Counseling dictionary: The concise definitions of frequently
used terms.
Gladding, S. (2000). Counseling: a comprehensive profession. New Jersey:
Prentice may.
Gladding, S. (1998). Counseling as an Art: The Creative Arts in Counseling.
Alexandria, VA: American Counseling Association
Kennedy & Charles (2001). On becoming a counselor. New York: Crossroads
Publishing Co.
Evaluation
The evaluation of the course will consist in measuring the academic grade the
students obtained. Such evaluation consists of the percentage points achieved from
the following activities:
Attendance and Participation
10%
Weekly Assignments
10%
Counselor Interview
10%
Group oral presentation in English
10%
Learning diary
5%
Immediate written reaction
5%
Academic Portfolio
10%
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EDUC 581 Introduction to the Profession of Counseling and Guidance
Term paper in English
20%
Critical analysis of articles
10%
Final Project: Video in Spanish
10%
Total
100%
Note: The final grade will be the sum of all individual activities. The final grade will
be based on a standard 100 points curve. The rubrics to be used for these
evaluations are included at the end of the module. The student will be evaluated in
terms of their dominion of the content of the course as well as the dominion of both
languages: English and Spanish.

Attendance- Is mandatory and reflects professional ethic.The facilitator will
register the attendance in every workshop, and at the end of the course, will
evaluate each student with the rubric in Appendix D.

Class participation- All students are expected to attend class prepared to
discuss workshop topics (readings, assigned questions, up to date class diary)
and to actively participate in class. The Facilitator will evaluate the students
participation at the end of the course with Appendix D; taking into consideration
the degree of participation, if it demonstrates that the student prepared for class
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student will self-assess his/her participation through the Daily Journal (Appendix
B), and the immediate response paper (Appendix C). Class participation
throughout the course should be both in English and Spanish.

Weekly assignments- Communication is an essential part of the counseling
process as well as a valuable learning skill. For this reason, several written
exercises are included in the course, such as, Case Analysis, Critical análisis of
professional articles, etc. These written assignments will be graded both on
technical quality of the writing (grammar, spelling, sentence structure, etc.) as
well as its topical content. Every student must bring the written assignments and
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EDUC 581 Introduction to the Profession of Counseling and Guidance
the Facilitator will return the assignments in the next class so the student may
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and what was learned in class. All assignments will be completed using APA
style guidelines (6th Edition).

Learning Journal- (Appendix B) The student will answer a question or
statement related to the course content and hand in to the facilitator at the end of
the workshop.

Immediate Response- (Appendix C): The student will complete and hand in to
the Facilitator at the end of the workshop.

Counselor Interview: Students will interview a Counselor in the area of
preference (School Counselor, Gerontology, Mental Health, Marriage and Family
Therapist, etc.). The student will use the outline provided in Appendix E. The
student will then prepare a short summary of the interview and will present it to
the class on workshop 2. This presentation will be in Spanish.

Term paper- Each student will write a three pages paper about a counseling
theory. The paper will follow the APA style guidelines (6th Edition) and it will be
written and handed to the facilitator on workshop three (See Appendix F & J).
You can see a list of the different theories on workshop 3.

Critical analysis- Every student will bring to each class a critical analysis that
will consist of two different articles related to the counseling theory term paper
(See Appendix K). The analysis should follow APA style guidelines (6th Edition).

Final Project- The class will divide into groups of three students per group.
Each group will record a counseling session and will present it during the last
workshop. Each group shall alternate roles, so that each member would have
the opportunity to be a counselor, a client and an observer. Each client should
present a real problem and the counselor should work with the situation. The
stages of the counseling process should be reflected clearly in each interview.
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EDUC 581 Introduction to the Profession of Counseling and Guidance
The counselor should demonstrate mastery of some counseling techniques.
While the counselor and the client interact, the observer should be videotaping
the interview. Each group member should hand in a reaction of the process from
the perspective of each one of the roles. The video should be presented during
the last workshop. Each group will have a maximum of 30 minutes to present
their videos. The Facilitator will evaluate the class presentation and the written
report. Each member of the group will evaluate the contribution made by the rest
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English and the written report will be done in Spanish.

Academic Portfolio: Students should prepare a digital portfolio where they
would reflect upon course topics and development. It is important that all
students work on the portfolio from the first week of class, keep it up to date,
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include the following sections:
1. Cover APA style
2. Table of Content
3. Introduction
4. Five Workshops Divisions
a. Assignments
b. Assessments
5. Conclusion – Final Evaluation
6. References APA style
Note: The Academic Portfolio should be handed in, during the last week of class,
workshop five. However, the students should begin preparing the portfolio as the
course develops, to avoid accumulating last minute work. Presentation is important;
it should be well organized and professionally prepared. It should include each one
of the sections explained above, and appropriately labeled. Ask your facilitator to
give you a copy of the new DIGITAL PERFORMANCE PORTFOLIO
ASSESSMENT HANDBOOK
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17
EDUC 581 Introduction to the Profession of Counseling and Guidance

Language Lab: In addition to the mandatory attendance and class participation
the student will complete twenty (20) hours of language laboratory. Throughout
each week the student will keep evidence of his/her work to turn in on the last
workshop. The facilitator will determine the distribution of hours among the two
languages – English and Spanish – according to the individual needs of each
student. The student can complete the laboratory requirements either physically
at the centers – language laboratories – or at home/work through the web-based
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Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language
Discipline-B
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development as a Dual Language Professional. Workshops will be facilitated in
English and Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified. The language
used in the workshops will alternate to insure that 50% of the course will be
conducted in English and 50% in Spanish. To maintain this balance, the course
module may specify that both languages will be used during the fifth workshop,
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. If
students have difficulty with asking a question in the target language in which the
activity is being conducted, students may choose to use their preferred language
for that particular question. However, the facilitator must answer in the language
assigned for that particular day. This should only be an exception as it is
important for students to use the assigned language. The 50/50 model does not
apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
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EDUC 581 Introduction to the Profession of Counseling and Guidance
evaluate if the absence is justified and decide how the student will make up the
missing work, if applicable. The facilitator will decide on the following: allow the
student to make up the work, or allow the student to make up the work and
assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in
on the assigned date. The facilitator may decide to adjust the grade given for
late assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an
equivalent activity is possible. This activity must include the same content and
language components as the oral presentation or special activity that was
missed.
6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not
be plagiarized. That is, the student must be the author of all work submitted. All
quoted or paraphrased material must be properly cited, with credit given to its
author or publisher. It should be noted that plagiarized writings are easily
detectable and students should not risk losing credit for material that is clearly
not their own (See Academic Honesty Policy)
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
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EDUC 581 Introduction to the Profession of Counseling and Guidance
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed
to the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module,
do not limit your investigation. There are many search engines you can use
for your search. Here are some of them:

www.google.com

www.bibliotecavirtualut.suagm.edu

www.ask.com

www.eric.ed.gov/

www.pregunta.com

www.findarticles.com

www.flelibrary.org

www.apastyle.org
The facilitator may make changes and add additional web resources if deemed
necessary.
To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)
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EDUC 581 Introduction to the Profession of Counseling and Guidance
The facilitator may make changes or add additional web resources if deemed
necessary.
Note: If the facilitator or the student is required or wants to perform a research or
needs to administer a questionnaire or an interview, he/she will need to refer to the
norms and procedures of the Institutional Review Board Office (IRB) and ask for
authorization. To access the forms from the IRB Office or for additional information,
visit the following link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and
select the forms needed.
Furthermore, in this website the student/facilitator will find instructions for several
online certifications related to IRB processes. These certifications include: IRB
Institutional Review Board, Health Information Portability Accountability Act (HIPAA),
y Responsibility Conduct for Research Act (RCR).
If you have any question, please contact the following Institutional Coordinators:
 Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
 Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
 Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
 Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism is a
philosophy of learning founded on the premise that, by reflecting on our experiences,
we construct our own understanding of the world in which we live.
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sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on
making connections between facts and fostering new understanding in students. We
will also attempt to tailor our teaching strategies to student responses and
encourage students to analyze, interpret, and predict information.
There are several guiding principles of constructivism:
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EDUC 581 Introduction to the Profession of Counseling and Guidance
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning,
not just memorize the "right" answers and regurgitate someone else's meaning.
Since education is inherently interdisciplinary, the only valuable way to measure
learning is to make the assessment part of the learning process, ensuring it provides
students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
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EDUC 581 Introduction to the Profession of Counseling and Guidance
Workshop One
Specific Objectives
At the end of this workshop students will:
1. Define correctly the counseling term.
2. Analyze the relationship between counseling and other professional careers.
3. Describe the historical background of counseling including: origin, development
and present situation.
4. Identify and will be able to know some profesional organizations in the United
States.
5. Be knowleageble and will apply the Ethical Code of Conduct of the counseling
profession and its implications in the guidance and counseling profesión.
Language objectives
Students will:
1. Express themselves orally and in written using English as the language of
communication
2. Research, read, and understand the assigned material in order to develop written
papers virtually free of grammatical errors, and oral presentation with clear and
easily understood pronunciation with correct pronunciation, grammar, syntax,
verb usage and correct vocabulary.
3. Listen, analyze and share in group the assigned material and homework.
Electronic Links (URL’s)
Codes of Ethics
http://www.kspope.com/ethcodes/index.php
http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx
Definitions of Counseling
http://www.lrc.state.ky.us/kar/201/036/060.htm
www.counseling.org/Resources/ConsumersMedia.aspx...
http://www.merriam-webster.com/dictionary/counseling
http://www.flacounseling.org/displaycommon.cfm?an=1&subarticlenbr=179
History of Counseling
http://www.iupui.edu/~flip/overviewpp/
http://www.flacounseling.org/displaycommon.cfm?an=1&subarticlenbr=169
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EDUC 581 Introduction to the Profession of Counseling and Guidance
Assignments befote workshop one
1. Review the Educ 581 module carefully and come prepared with questions or
comments regarding the module, the evaluation, or the assignments if
necessary.
2. Prepare a critical analysis of an article, journal, etc., related to the counseling
therapy that will be use in the term paper.
3. Search for three different counseling definitions. Write a short paper comparing
the different definitions and also, create or design a personal definition for the
counseling term.
4. Search information about the historical background of counseling including the
origin, development and actual situation. A conceptual map needs to be
developed explaining the historical background of counseling.
5. Analyze and study the Ethical Code of the American Counseling Association
http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx.
After reading and analyzing each section explain the following:
a. Why is it so important that counselors must be ruled by an ethical code?
b. Explain the simmilarities and differences between ethic and values.
c. Assume that you are a school counselor and the principal at your school,
who also was a counselor many years ago meet with you. He is telling you
that because of the drug problems in the neighborhood you need to inform
him of any student that is confronting this problem. What will be your
answer as a counselor to the principal?
Activities
1. The facilitator will introduce him or herself to the group and will use an icebreaker
activity of his or her choice. The students will also introduce themselves to the
facilitator and the rest of the class.
2. The facilitator will explain the course, assignments, evaluation techniques and
module to the group, will answer possible questions from the students and hand
out changes or amendments.
3. A student representative will be selected and the facilitator will explain his or her
role.
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EDUC 581 Introduction to the Profession of Counseling and Guidance
4. Students will be divided in groups and will discuss the counseling definitions that
they researched and also the one that they created. The group will have to come
to consensus as of which counseling definition is the most complete and present
it to the rest of the class and will need to explain why they think is the best
definition for the term.
5. The facilitator will discuss the historical background of counseling as a
profession, the origins, development and actual situation and students will
present their conceptual maps.
6. The class is going to be divided in two groups (A & B). Group A will defend
values and Group B will defend ethics. Students will have ten minutes to prepare
for the debate.
7. The facilitator will present a general overview of the Code of Ethics of the
American Counseling Association and will introduce students to the different
professional organizations related to counseling in the United States.
8. Students will be divided in groups. Each group will analyze the cases presented
below (or others provided by the facilitator) using the Code of Ethics of the ACA.
a. Case #1
It is the first time that a 17 years old male is visiting the office. He seems
to be very depressed and told the counselor that when he turns 18 years
old he will commit suicide. He described with details how he is planning to
do it. Also, he mentioned that the only reason that he is telling you this is
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with. He would not accusse any person of his decision or death. At this
point nobody has convinced him to do so. The only thing he is doing is
having a conversation with you as a counselor and will expect some
confidence. How will you proceed in this case?
b. Case # 2
One of the biggest companies of the state is calling you to obtain some
information concerning a 19 years old client. Apparently the youth will be
out of state with his family for approximately a month and cannot be
reached. This young man is being considered for an excellent job, but the
company needs to make a decision in 15 days. For this reason the
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EDUC 581 Introduction to the Profession of Counseling and Guidance
company is requesting from you as the university counselor to provide a
personal and emotional evaluation of the student. How will you respond to
the company request that is offering the student a salary of 100,000.00?
Assessment
1. Learning diary: Explain why counselors need to follow an ethical code and what
the implications in the profession are.
2. Inmediate response (Appendix C).
3. Final course assessment: Summarize in a short paragraph what you have
achieved or learned about each class objective.
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EDUC 581 Introduction to the Profession of Counseling and Guidance
Taller Dos
Objetivos Especificos
Al finalizar el taller los estudiantes podrán:
1. Identificar los diferentes lugares en los cuales trabaja un consejero.
2. Describir los diferentes tipos de consejería.
3. Identificar y describir los diferentes roles del consejero y que se espera del
consejero como profesional.
4. Analizar y evaluar las diferentes tareas del consejero de acuerdo al trabajo que
realizan.
Objetivos de Lenguaje
1. Los estudiantes podrán expresarse de forma oral y escrita utilizando el español
como el lenguaje asignado.
2. Los estudiantes leerán y resumirán el material asignado en español libre de
errores ortográficos y de manera clara y concisa.
3. El estudiante escuchará, analizará y aportará en grupo la materia y tareas
asignadas.
Direcciones Electrónicas
Consejeros
http://stats.bls.gov/oco/pdf/ocos067.pdf
http://stats.bls.gov/oco/ocos067.htm
http://www.schoolcounselor.org/content.asp?contentid=133
Roles del consejero
http://www.schoolcounselor.org/content.asp?contentid=133
http://redacademica.redp.edu.co/evaluacion/index.php?option=com_content&view=a
rticle&id=72:el-rol-del-orientador&catid=30:informacion&Itemid=101
http://www.schoolcounselor.org/content.asp?contentid=240
Tareas antes del Taller Dos
1. Buscar información y escoger uno de los siguientes:
a. Consejero escolar
b. Gerontología
c. Consejero de familia
d. Consejero psicológico
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EDUC 581 Introduction to the Profession of Counseling and Guidance
e. Consejero de salud mental en práctica privada
f. Consejero de salud mental en agencia privada
2. Entrevistar a un consejero en el área escogida utilizando el Anejo E como guía.
Prepare un resumen corto de su entrevista y experiencia y venga preparado
para presentarlo a sus compañeros de clase y facilitador. El estudiante también
preparara un trabajo escrito de no más de tres páginas sobre la entrevista para
entregar al facilitador.
3. Leer en un libro de introducción a la orientación y conserjería y contestar las
siguientes preguntas:
i. Discutir los diferentes contactos que llevastes a cabo con
profesionales de ayuda durante la época escolar (consejero,
trabajador social, psicólogo escolar, enfermera escolar, otros).
Compara los roles de cada uno de ellos en el programa escolar.
ii.
Como consejero potencial explica si existen algunas
preparaciones o temas importantes en las que te gustaría participar
como parte de tu adiestramiento como consejero profesional.
Identifica los mismos y escribe un racional.
iii. ¿Se debería exigir experiencia como maestro en los salones de
clases a los consejeros? Explique el porque de su respuesta.
iv.
Que actividades tú podrías visualizar para el consejero escolar en
el año 2025.
b. Identifica 10 actividades tradicionales que los consejeros llevan a cabo.
Explica detalladamente cada actividad y ven preparado para discutir las
mismas en una mesa redonda.
4. Preparar un análisis crítico de un artículo relacionado con el tema de su
monografía final.
Actividades
1. El facilitador contestará posibles dudas o preguntas del taller anterior.
2. Cada estudiante hará una presentación corta sobre su experiencia entrevistando
a un consejero y que cosas pudo observar o le impactaron más durante la
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EDUC 581 Introduction to the Profession of Counseling and Guidance
entrevista. (Tiempo de presentación es a discreción del facilitador y cantidad de
estudiantes en clase.)
3. La clase se divide en dos grupos y cada grupo tiene que discutir las
observaciones que realizaron cuando estaban observando la labor de un
consejero. Cada grupo tiene que escribir una lista de los roles que lleva a cabo
el consejero de acuerdo a su experiencia. Además, cada grupo deberá diseñar
un mapa conceptual con los diferentes roles del consejero. Cada grupo tiene 30
minutos para llevar a cabo las tareas. Todos tienen que tener participación activa
en la actividad.
4. El facilitador hará una presentación corta donde pueda introducir a los
estudiantes los diferentes tipos de consejeros que hay y cuales son sus roles,
donde trabajan, liscencias requeridas o certificaciones, etc.
5. El facilitador divide la clase en tres grupos (A, B y C). Cada grupo tiene la tarea
de realizar una tabla para comparar los adiestramientos que llevan a cabo y las
diferentes funciones que realizan los consejeros escolares hoy día, con las
actividades que podría realizar un consejero profesional en el año 2025. Los
estudiantes tienen 30 minutos para llevar a cabo la tarea. Todos deben participar
en la presentación de su trabajo frente a la clase.
Avalúo
a. Diario de aprendizaje: Explicar los diferentes roles del consejero y sus
implicaciones.
b. Reacción escrita inmediata (Ver Anejo C).
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EDUC 581 Introduction to the Profession of Counseling and Guidance
Worshop Three
Specific Objectives
At the end of this workshop student will:
1. Analyze, evaluate and apply the principal theories used in the counseling
process.
2. Analyze and apply the different personality theories related to the professional
counseling.
3. Identify different techniques that are essential to be able to work in different
situations in the counseling process.
4. Be familliarized with the new trends in the counseling profession.
Language Objectives
Students will:
1. Express themselves orally and in written using English as the language of
communication
2. Research, read, and understand the assigned material in order to develop written
papers virtually free of grammatical errors, and oral presentation with clear and
easily understood pronunciation with correct pronunciation, grammar, syntax,
verb usage and correct vocabulary.
3. Listen, analyze and share in group the assigned material and homework.
URL’s
Theories of Counseling Working Models
http://www.basic-counseling-skills.com/counseling-theories.html
Centered Person Theory
http://wps.prenhall.com/chet_capuzzi_counseling_3/0%2C4981%2C299857%2C00.html
http://www.oprf.com/Rogers/
Theories of Personality
http://psychology.about.com/sitesearch.htm?terms=personality%20theory&SUName
=psychology&TopNode=/&type=1
http://www.ship.edu/~cgboeree/perscontents.html
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
30
EDUC 581 Introduction to the Profession of Counseling and Guidance
Albert Ellis (Rational Emotive Behavioral Theory)
http://www.ship.edu/%7Ecgboeree/ellis.html
Freud (Psychoanalysis)
http://www.ship.edu/%7Ecgboeree/freud.html
Counseling
http://www.adicciones.org/familia/rec_familiar.html
http://www.monografias.com/trabajos7/asel/asel.shtml
http://allpsych.com/journal/counselinggay.html
http://www.allaboutcounseling.com/dir/womens-counseling/#continue
http://www.nsslha.org/uploadedFiles/NSSLHA/publications/cicsd/2002SCounselingC
hallenges.pdf
Homework Befote Workshop Three
1. Look for a book in Counseling and Guidance and answer the following questions:
a) With which counseling theory you will feel more confortable as a
counselor? Explain why.
b) How the counseling process can help to improve the quality of life of an
elementary school student and an elder who is already retired?
a. Write a two page essay APA style on how the counseling
process can help improve the quality of life of that
population.
c) How do you interact with a person when you meet her or him for the
first time? What impressed you about that person when you are
meeting for the first time?
2. Choose one of the following theories or therapies:
a) Psychoanalitic Therapy
b) Person Center Therapy
c) Behavior Theory
d) Racional Emotive Therapy
e) Reality Therapy
f) Gestalt Therapy
g) Existential Therapy
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
31
EDUC 581 Introduction to the Profession of Counseling and Guidance
h) Family Therapy
You will write a term paper with the theory or therapy choosen. Also, students
must follow Appendix F instructions to write the term paper and it need to be
given to the facilitator at the end of the workshop (See Appendix J for evaluation
criteria).
3.
Identify and write two pages with the different counseling techniques that are
essential to be able to work in different situations in the counseling process.
4.
Prepare an oral presentation with one of the following topics:
a) Addiction counseling
b) Women counseling
c) Counseling for adults
d) Counseling for people with HIV(AIDS)
e) Counseling for gays and lesbians.
Use creativity when presenting the most important aspects of the new trends in
counseling (See Appendix G for evaluation criteria).
5. Prepare a critical analysis of an article, journal, etc., related to the counseling
therapy that will be use in your term paper.
Activities
1. Students will be divided in groups of three. Case: You are all colleges and
decided to open a counseling practice together. As partners you will need to
choose a counseling theory that will be used in your practice. Remember to take
into consideration what population you will be wanting to target and any other
issues that are important to consider when making the decision. Give your
“
p/p
ti
”
t
t will b
f
t
t ft
l
. The group has
20 minutes to prepare and present to class their decision.
2. The facilitator will present to the class the different counseling theories in the
helping process.
3. In their groups, using a drawing the students will explain different counseling
techniques.The facilitator will provide paper and markers to the students.
Students will have 15 minutes to complete the drawings.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
32
EDUC 581 Introduction to the Profession of Counseling and Guidance
4. The class will be divided in four groups and each group needs to develop a
consensus on how the counseling process can improve the quality of life of the
human beings. Students will present their consensus using a conceptual map.
5. The class will be divided into 3 groups. Each group will show an oral presentation
of one of the counseling topics: addiction counseling, women counseling,
counseling for adults, counseling with people with HIV and counseling for gays
and lesbians. Each group will have 30 minutes to discuss and ask questions from
the rest of the class. The last 10 minutes will be for class presentation and
evaluations using the oral presentation rubric.
6. Students and facilitator will have a discussion related to the following questions:
How do you interact with a person when you meet her or him for the first time?
What impress you about that person when you are meeting for the first time?
Why?
Assessment
1. Learning journal: What counseling theory are you more familiar with or will use
with a client? Explain the reason.
2. Inmediate response (Appendix C).
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
33
EDUC 581 Introduction to the Profession of Counseling and Guidance
Taller Cuatro
Objectivos Especificos
Al finalizar el taller los estudiantes podrán:
1. Entender y aplicar las diferentes técnicas en el proceso de consejería individual.
2. Entender y analizar las características principales de un consejero efectivo.
3. Entender la importancia de la comunicación efectiva en el proceso de consejería.
4. Analizar las estrategias utilizadas en el proceso de ayuda.
5. Identificar las etapas en el proceso de consejería.
Objetivos de Lenguaje
1. Los estudiantes podrán expresarse de forma oral y escrita utilizando el español
como el lenguaje asignado.
2. Los estudiantes leerán y resumirán el material asignado en español libre de
errores ortográficos y de manera clara y concisa.
3. El estudiante escuchará, analizará y aportará en grupo la materia y tareas
asignadas.
Direcciones Electrónicas
Etapas en el proceso de consejería
http://smith.soehd.csufresno.edu/thoughts.html
http://www.armystudyguide.com/content/army_board_study_guide_topics/counselin
g/the-counseling-process.shtml
Características de un consejero efectivo
www.ericdigests.org/1995-2/helping.htm
http://psychcentral.com/lib/2006/characteristics-of-effective-counseling
Asignaciones antes del Taller Cuatro
1. Preparar un análisis crítico de un artículo relacionado con el tema de su
monografía final.
2. Elaborar un mapa conceptual que incluya las etapas del proceso de consejería y
otro que presente las cualidades que debe poseer un buen consejero.
3. El estudiante preparará un ensayo siguiendo las guías de escritura de APA,
donde explique como el consejero debe llevar a cabo una comunicación efectiva
con el cliente.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
34
EDUC 581 Introduction to the Profession of Counseling and Guidance
4. Venir preparado para discustir las siguientes premisas: Usando tu conocimiento
y juicio, explicar qué características de un cliente serían difíciles de trabajar para
tí. Por ejemplo; un hombre machista, una feminista militante, una persona con
fundamentos religiosos, un ateo, un hombre abusador con su esposa, un esposo
que tiene relaciones extramaritales y un cliente demasiado pasivo, etc.
Actividades
1. El facilitador divide la clase en tres grupos y cada grupo tiene la tarea de
presentar las etapas del proceso de consejería utilizando un dibujo. Cada grupo
tiene 15 minutos para realizar el dibujo.
2. La clase se divide en tres grupos y cada grupo tiene la tarea de escoger el mejor
mapa conceptual que explique las etapas del proceso de consejería, o pueden
crear uno nuevo con información integrada de los otros mapas donde explique
de forma mas completa el proceso de consejería. Cada grupo tiene 10 minutos
para llevar a cabo la tarea.
3. Los estudiantes se dividirán en grupos. Cada grupo discutirá las características o
cualidades importantes que debe poseer consejero basado en los mapas
conceptuales que prepararon individualmente. Prepare un sólo mapa que integre
las cualidades que su grupo cree que son importantes y luego el grupo debe
realizar una dramatización de una entrevista inicial. Los compañeros de clase
van a evaluar a cada estudiante basado en la discusión que tuvieron sobre las
características de un buen consejero.
4. Utilizando una actividad de su preferencia, el facilitador va a discutir con los
estudiantes las características esenciales de un consejero profesional.
5. El facilitador dividirá la clase en grupos de 3-4 personas y le proveerá a cada
grupo una tarjeta con una característica de un cliente: un hombre machista, una
feminista militante, una persona con fundamentos religiosos, un ateo, un hombre
abusador con su esposa, un esposo que tiene relaciones extramaritales y un
cliente demasiado pasivo. El grupo tiene que expresar de que forma trabajaría
con el cliente.
6. El facilitador y los estudiantes discutirán en forma de mesa redonda cual es la
importancia de llevar a cabo una comunicación efectiva con el cliente.
Avalúo
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
35
EDUC 581 Introduction to the Profession of Counseling and Guidance
1. Diario de aprendizaje: Explicar las características principales de un consejero
efectivo y sus implicaciones en la profesión.
2. Reacción escrita inmediata (Ver Anejo C).
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
36
EDUC 581 Introduction to the Profession of Counseling and Guidance
Workshop Five
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes,
deberán utilizar el idioma asignado para
cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both, the Facilitator and the student,
should use the language assigned for
each homework and activity.
Specific Objectives
1. Apply different techniques from the individual counseling process.
2. Analyze and apply the essential characteristics of an effective counselor.
3. Evaluate the importance of knowing the theories, techniques and stages of the
counseling process.
4. Recognize the communication process as an effective element in the counseling
process.
Language Objective
Students will:
1.
Express themselves orally and in written using English and Spanish as the
languages of communication
2.
Research, read, and understand the assigned material in order to develop
written papers virtually free of grammatical errors, and oral presentation with
clear and easily understood pronunciation with correct pronunciation, grammar,
syntax, verb usage and correct vocabulary.
3.
Listen, analyze and share in group the assigned material and homework.
URL’s
Stages of the counseling process
http://smith.soehd.csufresno.edu/thoughts.html
http://www.armystudyguide.com/content/army_board_study_guide_topics/counselin
g/the-counseling-process.shtml
Characteristics of an effective counselor
www.ericdigests.org/1995-2/helping.htm
http://psychcentral.com/lib/2006/characteristics-of-effective-counseling
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
37
EDUC 581 Introduction to the Profession of Counseling and Guidance
Homework befote Workshop Five
1. Review and study information related to the stages in the counseling process.
2. Each group of three students must prepare a video recording session. Each
person must alternate the role of a counselor, client and observer. The client will
act as a person with a specific situation or problem and need to be genuine. The
counselor will apply the stages and techniques of the counseloing process. The
observer will take notes about the process and will make recomendations. Each
one of the group participants must submit a written reaction their experience
during the process. Also, the participants will alternate the roles, so each one can
have the same experience. The video will be presented during workshop five and
will include an introduction and explanation of the process (See Appendix I). The
presentation must be in English and the written paper must be in Spanish.
3. From all the theories that were studied in class you will choose one that you like
t
t
t
ty
i
’t lik
t ll. Do a research and find how effective
both theories are. Explain in detail if the research confirmed or changed your
point of view concerning the two theories that you had choosen. This assignment
should be completed in English.
4. Prepare a critical analysis of an article, journal, etc., related to the counseling
therapy that will be use in your term paper. For this assignment the student can
choose to do the analysis in either English or Spanish.
Activities
1. The class will be divided into groups to present their videos. Each group will
offer the final report. The rest of the class will react to each presentation. This
activity will be in Spanish (30 minutes per video).
2. Students will conduct a short presentation of the two counseling theories they
selected. They will have 5 minutes to explain which one they selected and which
one they rejected, if any and why. Students will complete this activity in English.
3. Other activities may be part of this workshop.
Assessment
1. Reflexive Diary in English: Explain the main characteristics that an effective
counselor must have to be successful in his/her work area.
2. Inmediate response in Spanish (See Appendix C)
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
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EDUC 581 Introduction to the Profession of Counseling and Guidance
3. Final course assesment: In one page identify all the concepts learned related to
the counseling process and explain their importance.The students can complete
this activity using the language of their preference (English or Spanish).
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
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EDUC 581 Introduction to the Profession of Counseling and Guidance
Anejos/Appendixes
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
40
EDUC 581 Introduction to the Profession of Counseling and Guidance
APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
41
EDUC 581 Introduction to the Profession of Counseling and Guidance
42
“Can Do” Listening Rubric
National Proficiency Levels
Starting

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

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
Emerging
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
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


Developing




Expanding




Bridging




Criteria
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class
discussions
Understands class discussions with some difficulty
Understands most of what was said
Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
EDUC 581 Introduction to the Profession of Counseling and Guidance
43
“Can Do” Speaking Rubric
National Proficiency
Criteria
Levels
 Names concrete objects
Starting
 Responds a simple yes or no to questions
 Repeats words or simple phrases
 Uses one word commands
 Mispronounces words making it difficult to be understood
 Breaks speech into parts making comprehension difficult
 Uses limited or no vocabulary to support message
 Uses a few more words to respond to questions although grammatically incorrect
Emerging
 Uses one-, two-, and multiple-word commands
 Uses verb tenses interchangeably
 Misuses words in daily speech
 Repeats spoken words or phrases to improve understanding due to pronunciation flaws
 Uses grammar and word order incorrectly
 Uses vocabulary (emerging stage) to support oral messages
 Responds using longer phrases/sentences
Developing
 Initiates and carries out conversations; however, there may be interruptions due to
thinking of the correct words to say
 Applies grammar and word order correctly most of the time
 Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
 Speaks with some hesitation
 Uses vocabulary to support oral messages
 Speaks with less difficulty, but listener must pay close attention to pronunciation.
 Responds using elaborate phrases/sentences
Expanding
 Uses and interprets idiomatic expressions
 Converses more fluently in social settings
 Uses academic vocabulary frequently in class discussions
 Participates in class discussions using academic content with slight hesitation
 Misuse of grammar and word order seldom occurs and does not interrupt meaning
 Pronounces most words accurately and clearly
 Speaks fluently
Bridging
 Uses elaborate academic vocabulary in all class discussions correctly
 Participates in class discussion using academic content without hesitation
 Uses appropriate vocabulary to support oral messages at all times
 Uses correct grammar and word all the time
 Speaks with native-like pronunciation and intonation
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
EDUC 581 Introduction to the Profession of Counseling and Guidance
44
“Can Do” Reading Rubric
National Proficiency
Levels

Starting




Emerging





Developing
Expanding











Criteria
Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
 Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Bridging







Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
EDUC 581 Introduction to the Profession of Counseling and Guidance
45
“Can Do” Writing Rubric
National Proficiency
Levels



Starting




Emerging




Developing






Expanding






Bridging







Criteria
Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect
ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
EDUC 581 Introduction to the Profession of Counseling and Guidance
APPENDIX B
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
46
EDUC 581 Introduction to the Profession of Counseling and Guidance
47
School for Professional Studies
Florida Campuses
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part I: Matrix: Florida Educator Accomplished Practices (FEAPs)
Student Intern:
School:
Date:
Grade:
Classroom Teacher:
Professional FEAP
Competencies
Classroom
Observation
of Competencies
(Total of 4 Hours)
Observed
(√)
Observation Notes:
Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
Not
Observed
(√)
#1 Quality of Instruction
The effective educator
consistently:
a) models and promotes the
importance of education
and academic achievement
to all students;
b) plans and designs lessons
to achieve student
mastery;
c)
selects appropriate strategies to
be used as formative
assessments to monitor
learning;
d) uses diagnostic student data to
design instruction
e)
develops learning experiences
that require students to
demonstrate a variety of
relevant skills and
competencies;
Instructions: The student must place a checkmark (√) under the heading for Observed or Not-Observed for each Educator Accomplished Practice
Competency (10 pages).
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
EDUC 581 Introduction to the Profession of Counseling and Guidance
School for Professional Studies
Florida Campuses
Student Intern Name:
Professional FEAP
Competencies
Date:
Classroom
Observation
of Competencies
(Total of 4 Hours)
Observed
(√)
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core
educational topics discussed in your current
education course.
Not
Observed
(√)
f) appropriately sequences
lessons and concepts to
ensure coherence and
required prior knowledge;
g) uses higher-order questioning
techniques;
h) uses varied instructional
strategies and resources,
including appropriate
technology, to teach for
student understanding;
delivers engaging,
challenging, and relevant
lessons;
i)
j) differentiates instruction
based on an assessment of
student learning needs and a
recognition of individual
differences in students;
k)
respects and embraces
students’ cultural and family
background;
l) demonstrates behaviors that
are consistent with fairness
and equity;
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
48
EDUC 581 Introduction to the Profession of Counseling and Guidance
49
School for Professional Studies
Florida Campuses
Student Intern Name:
Professional FEAP
Competencies
Date:
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed
(√)
Observation Notes:
Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
Not
Observed
(√)
m) utilizes student feedback to
monitor instructional
needs;
n) demonstrates behaviors
that are consistent with
fairness and equity;
o) utilizes student feedback to
monitor instructional
needs.
#2 Knowledge of Subject Matter
The effective educator
consistently:
a) demonstrates deep and
comprehensive knowledge
of the subject taught;
b) identifies and modifies
instruction to respond to
gaps in students’ subject
matter knowledge;
c) provides instruction to
address preconceptions or
misconceptions;
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
EDUC 581 Introduction to the Profession of Counseling and Guidance
School for Professional Studies
Florida Campuses
Student Intern Name:
Professional FEAP
Competencies
Date:
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed
(√)
Not
Observed
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core
educational topics discussed in your current
education course.
(√)
d) designs and modifies instruction
to deepen students’ understanding
of content area and advance
student learning;
e)
selects and sequences engaging,
relevant, standards-based content,
and then designs and teaches
lessons that are relevant to
students’ learning needs;
f)
relates and integrates the subject
matter with other disciplines
during instruction.
#3 Continuous Improvement
The effective educator consistently:
a)
engages in targeted professional
growth opportunities and
reflective practices;
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
50
EDUC 581 Introduction to the Profession of Counseling and Guidance
School for Professional Studies
Florida Campuses
Student Intern Name:
Professional FEAP
Competencies
Date:
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed
(√)
Not
Observed
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education
course..
(√)
b) uses a variety of data,
independently and in
collaboration with
colleagues, to evaluate
learning outcomes and to
adjust planning and
practice;
c) designs purposeful
professional goals to
strengthen the
effectiveness of
instruction based on
students’ needs;
d) examines and uses datainformed research to
improve instruction and
student achievement;
e) implements knowledge
and skills learned in
professional development
in the teaching and
learning process.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
51
EDUC 581 Introduction to the Profession of Counseling and Guidance
School for Professional Studies
Florida Campuses
Student Intern Name:
Professional FEAP
Competencies
Date:
Classroom
Observation
of Competencies
(Total of 4 Hours)
Observed
(√)
Observation Notes:
Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
Not
Observed
(√)
#4 Learning Environment
The effective educator
consistently:
a)
integrates learning activities
that incorporate current
information and
communication technologies;
b) adapts learning environment
to accommodate the differing
needs and diversity of
students;
c)
utilizes current and emerging
assistive technologies that
enable students to achieve
their educational goals;
d) creates and maintains an
atmosphere of respect for all
areas of diversity.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
52
EDUC 581 Introduction to the Profession of Counseling and Guidance
School for Professional Studies
Florida Campuses
Student Intern Name:
Professional FEAP
Competencies
Date:
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed
(√)
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education course.
Not
Observed
(√)
#5 Assessment
The effective educator
consistently:
a)
analyzes and uses data from
multiple assessments and
measures to diagnose
students’ learning needs,
inform instruction based on
those needs, and drive the
learning process;
b) designs and aligns formative
and summative assessments
that match learning objectives
and lead to mastery;
c)
uses a variety of assessment
tools to monitor student
progress, achievement and
learning gains;
d) modifies assessments and
testing conditions to
accommodate learning styles
and varying levels of
knowledge;
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
53
EDUC 581 Introduction to the Profession of Counseling and Guidance
School for Professional Studies
Florida Campuses
Student Intern Name:
Professional FEAP
Competencies
Date:
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed
(√)
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education course.
Not
Observed
(√)
e) shares the importance and
outcomes of student
assessment data with the
student and the student’s
parent/caregiver(s);
f)
employs technology to
organize and integrate
assessment information.
#6 Communication
The effective educator
consistently:
a)
conveys high expectations;
b) supports, encourages, and
provides immediate and
specific feedback to students
to promote student
achievement;
c)
models and teaches clear,
acceptable oral and written
communication skills;
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
54
EDUC 581 Introduction to the Profession of Counseling and Guidance
School for Professional Studies
Florida Campuses
Student Intern Name:
Professional FEAP
Competencies
Date:
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed
(√)
Not
Observed
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core
educational topics discussed in your current
education course.
(√)
d) fosters two-way
communication with students
and parent/caregiver(s); and
e)
collaborates with the home,
school, and larger
communities to support
student learning and
continuous improvement.
Professional Responsibility and
Ethical Conduct
The effective educator adheres to
the Code of Ethics and the
Principles of Professional Conduct
of the Education Profession of
Florida pursuant to State Board of
Education Rules 6B-1.001 and 6B1.006, F.A.C, by fulfilling the
expected obligations to students,
the public and the education
profession.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
55
EDUC 581 Introduction to the Profession of Counseling and Guidance
School for Professional Studies
Florida Campuses
School Site Supervising Teacher: __________________________________________
Signature: _________________________________________ Date: ______________
Comments:
___________________________________________________________________________
_____________________________________________________________________
Internship Course Facilitator: _____________________________________________
Signature: _________________________________________ Date: _______________
Comments:
___________________________________________________________________________
_____________________________________________________________________
Student Intern: _________________________________________________________
Signature: _______________________________________ Date: _________________
Comments_______________________________________________________________
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
56
EDUC 581 Introduction to the Profession of Counseling and Guidance
57
School for Professional Studies
Florida Campuses
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part II: School: General Operation Activities (1 page)
Student Intern:
School:
Date:
Place a checkmark (√) under the appropriate activity or type of meeting you participated in during
your School Clinical Experience at the assigned school. You must comply with a minimum of four
hours for this requirement.
IEP
LEP
RTI
Faculty
Parent/Teache Grade
Department Other:
Total
Meeting
Committee Meeting Meeting
r Conference
Level
Meeting
Hours
Meeting
COMMENTS:
Education course
Meeting
Specify the activity for which you are entering comments. You will refer to this document to complete the final report for the
.
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Internship Course Facilitator’s Signature: _____________________
Date: ________________
Student Intern’s Signature: ________________________________
Date: _______________
CODES: IEP=Individual Education Program, LEP=Limited English Proficient Program, RTI=Response to
Intervention
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
EDUC 581 Introduction to the Profession of Counseling and Guidance
APPENDIX C
CLINICAL SCHOOL EXPERIENCE OBSERVATION FEEDBACK FORM
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
58
EDUC 581 Introduction to the Profession of Counseling and Guidance
School for Professional Studies
Florida Campuses
CLASSROOM OBSERVATION FEEDBACK FORM
Student Intern:
Signature:
Date:
School Site Supervising Teacher:
Signature:
Date:
Internship Course Facilitator:
Signature:
Date:
Observation Notes (narrative description of lesson)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
ESOL COMPETENCIES
(Check ALL that are observed)
___ Planning Practices
___ Instructional Methods/Strategies
___ Instructional Materials
___ Assessment by L2 Level
___ Accommodations by L2 Level
___ Learning Styles/Differentiation
___ Cultural Sensitivity
___ Addresses L2 proficiency Levels
Exemplary Practices
Reflective Comments
ACCOMPLISHED PRACTICES
(Check ALL that are observed)
___
___
___
___
___
___
Instructional Design, Lessons, and planning
Learning Environment
Instructional Delivery and Facilitation
Assessment
Continuous Professional Improvement
Professional Responsibility and Ethical Conduct
Observer’s Name: ________________________
Observer’s Signature: _____________________
Date: __________________________________
Comments:
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
59
EDUC 581 Introduction to the Profession of Counseling and Guidance
APPENDIX D
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
60
EDUC 581 Introduction to the Profession of Counseling and Guidance
Appendix D
Appendix D
Six-Traits of Writing Rubric
Student’s Name:______________________________________
Dat
e:___________________
Facilitator:______________________Course:
____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the student
in both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas
and Content) and write the score in the appropriate box. Select the criteria per level
(6= highest, 1=lowest) that best reflects the student’s writing ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that
you are evaluating in order to complete this rubric properly.
1.
2.
3.
4.
5.
6.
Writing Traits
Ideas and Content
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
6
Criteria per Level
(From Highest to Lowest)
5
4
3
2
1
Grand
Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
61
EDUC 581 Introduction to the Profession of Counseling and Guidance
Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level
6
5
4
3
2
1
T w iti i x pti
lly l , f
i t
ti . It l t
’ tt ti t
t. M i i
stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is
characterized by
• l ity, f
,
t l.
•
i i
( )t t t
t.
• pp ti , l v t,
f lly l t
t il ; w
pp p i t ,
f
p vi
t
,
t ,
credible support
• t
h, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares
insights.
•
t t
l t
t il t t
w ll it t
i
p p
.
The writing is clear, focused and interesting. It holds the re
’ tt ti . M i i
t
t
developed by supporting details suitable to audience and purpose. The writing is characterized by
• l ity, f
,
t l.
•
i i
( )t t t
t.
• pp ti , l v t,
f lly l t
tails; when appropriate, use of resources provides strong, accurate,
credible support.
• t
,b l
xpl
ti / xpl ti
f t t pi ; t w iti
k
ti
i i t .
•
t t
l t
t il t t
w ll-suited to audience and purpose.
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although
it may be limited or rather general. The writing is characterized by
•
ily i
tifi bl p p
.
• l
i idea(s)
• pp ti
t il t t
l v t, b t
y b v ly
l li it i pl
;w
pp p i t ,
resources are used to provide accurate support.
• t pi t t i xpl
/ xpl i
, lt
v l p
t l t il
y
i
lly b
t of balance with the
main idea(s); some connections and insights may be present.
•
t t
l t
t il t t
l v t, b t p
p
t
i t tly w ll
f
i
purpose.
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may
not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic.
The writing is characterized by
•
ily i
tifi bl p p
i i a(s).
• p i t bl
v ly-obvious main ideas or plot; conclusions or main points seem to echo observations heard
elsewhere.
• pp t t t i tt pt ; b t v l p
t l t il t t
ft li it i
p ,
v ,
w t fftopic, predictable, or overly general.
• t il t t
y t b w ll-grounded in credible resources; they may be based on clichés, stereotypes or
questionable sources of information.
• iffi lti w
vi f
l b v ti
t p ifi .
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is
characterized by
• p p
i i
( )t t
y q i
xt
iv i f
by t
.
• i i l v l p
t; i
ffi i t t il .
• i l v t t il t t clutter the text.
• xt
iv
p titi
f t il.
The writing lacks a central idea or purpose. The writing is characterized by
•i
t t
xt
ly li it
i ply
l .
• tt pt t v l p
tt t
i i l
-existent; the paper is too short to demonstrate the
development of an idea.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
62
EDUC 581 Introduction to the Profession of Counseling and Guidance
Trait #2: Organization
Criteria per Level
6
5
4
3
2
1
The organization enhances the central idea(s) and its development. The order and structure are
compelling and move the reader through the text easily. The writing is characterized by
• ff tiv , p
p
tiv , q
i ;t
iz ti
l t t
fit the topic, and the writing is
easy to follow.
•
t
, i viti b i i t t
w t
i
t
ti fyi
f
l ti
closure.
•
t , ff tiv t
iti
ll l
t (
t
,p
p ,
i
).
• t il that fit where placed
The organization enhances the central idea(s) and its development. The order and structure are
strong and move the reader through the text. The writing is characterized by.
• ff tiv
q
i ;t
iz ti
l t t
fits the topic, and the writing is easy to follow.
•
i viti b i i t t
w t
i
ti fyi
f
l ti
l
.
•
t , ff tiv t
iti
ll l
t (
t
,p
p ,
i
).
• t il t t fit where placed. .
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The
writing is characterized by
• l
q
i .
•
iz ti t t
y b p i t bl .
•
iz bl , v l p b i i t t
y not be particularly inviting; a developed conclusion
that may lack subtlety.
• b yt ti
y t f ll w wit
t il t t fit w
pl
.
•t
iti
t t
y b tilt
f
l i .
•
iz ti w i
lp t
,
pit
w k
ses.
An attempt has been made to organize the writing; however, the overall structure is inconsistent or
skeletal. The writing is characterized by
• tt pt t q
i ,b tt
t
l ti
ip
i
y
i
lly b
unclear.
• beginning and an ending which, although present, are either undeveloped or too obvious (e.g.
“My t pi i ...”, “T
ll t
t t…”)
•t
iti
t t
ti
w k. T
f wt
iti
l vi
( . .,
i ti
conjunctions, numbering, etc.) may be overused.
•
t t
t ti k l t l t
i i .
• pl
t f t il t t
y t lw y b ff tiv .
•
iz ti w i l p
i
pl
, b t lp t
i t
.
The writing lacks a clear organizational structure. An occasional organizational device is discernible;
however, the writing is either difficult to follow and the reader has to reread substantial portions, or
the piece is simply too short to demonstrate organizational skills. The writing is characterized by
•
tt pt t q
i ,b tt
t
l ti
ip
i
i f q
tly
l .
•
i i
xt
ly
v l p b i i , b y,
/
i .
• l k ft
iti
, w
p
t, i ff tiv
v
.
• lack of an effective organizational structure.
• t il t t
t b
ly pl
, l vi t
f q
tly
f
.
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading,
the reader remains confused. The writing is characterized by
• l k f ff tiv
q
i .
• f il
t p vi
i
tifi bl b i i , b y
/
i .
• l k ft
iti
.
•p i t ti
i t tly wkw ; t
f l it
i
w i t ivi
shed along too
rapidly.
• l k f
iz ti w i
lti t ly b
i t t t
i p i t.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
63
EDUC 581 Introduction to the Profession of Counseling and Guidance
Trait #3: Voice
Criteria per Level
6
5
4
3
2
1
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply
itt t t t pi ,
t
i
x pti
l
f “w iti t b
.” T w iti i xp
iv ,
engaging, or sincere. The writing is characterized by
•
ff tiv l v l f l
t
i t
f
t
i
( . .,
tiv
l
v
t
personal voice, while an expository piece may require extensive use of outside resources and a more academic
voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater
distance.).
•
x pti
lly t
f
i
; t w it
t b w
ft
f wt
communicate the message most effectively. The reader may discern the writer behind the words and feel a
sense of interaction.
•
t t t t pi
t lif ; w
pp p i t , t w iti
y
w i i lity, liv li
,
ty,
conviction, excitement, humor, or suspense.
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to
t t pi ,
t
i
f “w iti t b
.” T w iti i xp
iv ,
i
i
. T w iti
is characterized by
• n appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong
personal voice while an expository piece may require extensive use of outside resources and a more academic
voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater
distance.).
•
t
f
i
; t w it
t b w
ft
f wt
i t t
message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.
•
t t t t pi
t lif ; w
pp p i t , t w iti
y
w i i lity, liv li
,
ty,
conviction, excitement, humor, or suspense.
A voice is present. The writer demonstrates commitment to t t pi ,
t
yb
f “w iti t b
.” I pl
, t w iti i xp
iv ,
i ,
i
. T w iti i
t iz by
• q
ti
bl
i
i t tl v l f l
t
i t
f
t
i
.
•
f udience; the writer seems to be aware of the reader but has not consistently employed an
appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in
places.
• liv li
, i
ity,
w
pp p i t ; owever, at times the writing may be either inappropriately
casual or personal, or inappropriately formal and stiff.
T w it ’
it
t t t t pi
i
i t t. A
f t w it
y
t ti
; w v ,
the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by
• li it
f
i
; t w it ’ w
ft
i
l .
•
i
l
f t w it b i t w
; w v ,t v i
y ift
i pp ar a line or two
later and the writing become somewhat mechanical.
• li it
bility t
ift t
b tiv v i w
y.
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen
a suitable voice. The writing is characterized by
• littl
t f t w it ; t w iti t
t b l
ly fl t, lif l
, tiff,
i l.
• v i t t i lik ly t b v ly i f
l
p
l.
• l k f
i
w
;t
is little sense of "writing to be read."
• littl
i t f t w it b i t w
.T
i
ly
fi t
ti b tw
w it .
The writing seems to lack a sense of involvement or commitment. The writing is characterized by
•
t f t w it ; t w iti i fl t
lif l
.
• l k f
i
w
;t
i
f “w iti t b
.”
•
i t f t w it b i t w
.T
i
fi t
ti b tw
w it
; t w iting
does not involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
64
EDUC 581 Introduction to the Profession of Counseling and Guidance
Trait #4: Word Choice
Criteria per Level
6
5
4
3
2
1
Words convey the intended message in an exceptionally interesting, precise, and natural way
appropriate to audience and purpose. The writer employs a rich, broad range of words, which have
been carefully chosen and thoughtfully placed for impact. The writing is characterized by
•
t , t
, p ifi w
;p w f lw
iz t w iti .
•f
, i i l xp
i ; l
, if
,
p p
f l
i ff tiv .
•v
b l y t t i t iki
v i ,b tt ti
t l
t v
.
•
i yw
sed in an unusual way.
•w
t t v k t
i
; fi
tiv l
yb
.
Words convey the intended message in an interesting, precise, and natural way appropriate to
audience and purpose. The writer employs a broad range of words which have been carefully
chosen and thoughtfully placed for impact. The writing is characterized by
•
t , p ifi w
;w
i
iz t w iti .
•f
, vivi xp
i ; l
, if
,
p p
f l
i ff tiv .
•v
b l y t at may be striking and varied, but that is natural and not overdone.
•
i yw
i
l w y.
•w
t t v k l
i
; fi
tiv l
yb
Words effectively convey the intended message. The writer employs a variety of words that are
functional and appropriate to audience and purpose. The writing is characterized by
•w
t tw kb t
t p ti l ly
iz t w iti .
• xp
i t ti f
ti
l; w v , l
, if
,
t
p p
f l
is not
particularly effective.
• tt pt t l f l l
t t
y
i
lly
v
.
•
i
l v
ft
i ll
.
•
xp i
t wit l
; w v , t w iti
y v
fi
t
generally avoids clichés.
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to
audience and purpose in places. The writer does not employ a variety of words, producing a sort of
“
i ” p p fill wit f ili w
phrases. The writing is characterized by
•w
t t w k, b t t t
ly pt
t
’ i t
t.
• xp
i t t
l; l
, if
,
t
p p
f l
i
t
effective.
• tt pt t l f l l
t t seem overdone or forced.
•w
t t
t f t
t p t, lt
i
w
y
i
lly pp ,
technical language or jargon may be overused or inappropriately used.
• li
li é
v
xp
i
.
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is
characterized by
•w
t t
l l
, fl t i p i .
•
t
p titi
v w l i
li
w
xp
i
t t p t ly i t t
from the message.
•i
t t
f zzy
b
t lt
t .
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the
meaning is obscured. Only the most general kind of message is communicated because of vague
or imprecise language. The writing is characterized by
•
l, v
w
t t f il t
i t .
•
xt
ly li it
fw
.
•w
t t i ply
t fit t t xt; t y
i p i ,i
q t ,
t pl i w
.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
65
EDUC 581 Introduction to the Profession of Counseling and Guidance
Trait #5: Sentence Fluency
Criteria per Level
6
5
4
3
2
1
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with
consistently strong and varied structure that makes expressive oral reading easy and enjoyable.
The writing is characterized by
•
t l, fl
t
; it li
l
wit
t
fl wi
ff tl
ly i t t
xt.
• xt
iv v i ti in sentence structure, length, and beginnings that add interest to the text.
•
t
t t
t t
i by
wi
tt ti t k y i
i f i
relationships among ideas.
•v i
t
p tt
t t
t
ff tiv
bination of power and grace.
• t
t l v
t
t t ;f
t , if
t ll, w k w ll.
• tyli ti
t l; i l
, if
,
t l.
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied
structure that makes expressive oral reading easy and enjoyable. The writing is characterized by
•
t l, fl
t
; it li
l
wit
t
fl wi i t t
xt.
• v i ti i
t
t t ,l
t ,
b i i
t t add interest to the text.
•
t
t t
t t
i .
•
t l v
t
t t ;f
t , if
t ll, w k w ll.
• tyli ti
t l; i l
, if
t l.
The writing flows; however, connections between phrases or sentences may be less than fluid.
Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is
characterized by
•
t l
;t
v
ily t
t pi
, lt
it
yl k
t i
rhythm and grace.
•
p t p tt
f
t
t t ,l
t ,
b i i
t t
y t t
w t
from overall impact.
• t
t l v
i pl
t
t t
, b t v i bl
t l v
pl x
sentences; fragments, if present, are usually effective.
•
i
ll p
i tyli ti
t l; i l
, if
,
t lf t
t p t, b t
y
at times sound stilted or unnatural.
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force
the reader to slow down or reread. The writing is characterized by
•
p
t t i vit fl i
l
i ; w v , t
t.
•
v i ty i
t
t t ,l
t ,
b i i
, lt
t w it f ll i t
repetitive sentence patterns.
•
t l v
i pl
t
t t
, b t littl
t l v
pl x
t
;
fragments, if present, may not be effective.
•
t
w i , lt
f
ti
l, l k
y.
•l p
i tyli ti
t l; i l
, if used, may sound stilted or unnatural.
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to
slow down or reread. The writing is characterized by
• i ifi
t p ti
f t t xt t t
iffi lt t f llow or read aloud.
•
t
p tt
t t
t
( . ., b t-verb or subject-verb-object).
•
i ifi
t
b
f wkw ,
ppy,
bli
t ti
.
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very
awkward. The writing is characterized by
• t xt t t
t i vit —and may not even permit—smooth oral reading.
•
f i w
t t i ft
i
i
l .
•
t
t t
t tf q
tly b
i g.
•
t
t t
i i t ,
f i ,
bli .
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
66
EDUC 581 Introduction to the Profession of Counseling and Guidance
67
Trait #6: Conventions
Criteria per Level
6
5
4
3
2
1
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,
grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over
them unless specifically searching for them. The writing is characterized by
• t
t l f
v ti
;
ip l ti
f
v ti
y
f
tyli ti ff t.
• t
, ff tiv
fp
t ti t t i
the reader through the text.
•
t p lli , v
f
iffi lt w
.
•p
p b k t t i f
t
iz ti
l t t .
•
t
t t
t ib t t l ity
tyl .
• kill i
i
wi
f
v ti ns in a sufficiently long and complex piece.
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and
usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is
characterized by
• t
t l f
v ti
.
• ff tiv
fp
t ti t t i
t
t
t t xt.
•
t p lli , v
f
iffi lt w
.
•p
p b k t t i f
t
iz ti
l t t .
•
t pit liz ti ;
, if y,
i .
•
t
t t
t ib t t l ity
tyl .
• kill i
i
wi
f
v ti
i
ffi i tly l
and complex piece.
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage).
Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by
•
t l v
v ti
, lt
wi
i
t
t t .
•
t
-of-sentence punctuation, internal punctuation may sometimes be incorrect.
• p lli t t i
lly
t, p i lly
w
.
• b i lly sound paragraph breaks that reinforce the organizational structure.
•
t pit liz ti ;
, if y,
i .
•
i
ll p
i
t
; p bl
t v
t i t t
i
f
t
.
•
erate need for editing.
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and
usage). Errors begin to impede readability. The writing is characterized by
• some control over basic conventions; the text may be too simple to reveal mastery.
•
-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.
• p lli
t t i t tt
; i p lli
f ommon words occurs.
•p
p t t
ti
t
t
b i t i ff tiv pl
.
• pit liz ti
.
•
i
t t
t bl k
i b t
i t tt
.
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by
• littl
t l v b i
v ti
.
•
y
-of-sentence punctuation errors; internal punctuation contains frequent errors.
• p lli
rs that frequently distract the reader; misspelling of common words often occurs.
•p
p t t ft
t
t
b i i i ff tiv pl
.
• pit liz ti t t i i
i t t
ft i
t.
•
i
t ti t f
with readability and meaning.
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity
and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is
characterized by
• v y li it
kill i
i
v ti
.
•b i p
t ti (i l i
-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect.
•f q
t p lli
t t i ifi
tly i p i
bility.
•p
p b k t t
y b i ly i
l
f q
t( v y
t
)t tt yb
l ti t t
iz ti n of the text.
• pit liz ti t t pp
t b
.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
EDUC 581 Introduction to the Profession of Counseling and Guidance
ANEJO E/APPENDIX E
DIARIO DE APRENDIZAJE
El propósito de este diario es el de reflexionar y escribir sobre los conceptos,
que se desatan a partir de la discusión y los trabajos de cada taller. Este proceso le
ayudará en su autoanálisis, así como propiciará la autoevaluación con relación a lo
aprendido en clase.
Luego de concluído cada taller, usted deberá reflexionar sobre lo presentado
en él y contestará las preguntas que aparecen en cada taller, analizando los
trabajos de ese día. El análisis de cada taller será incluído como parte de los
trabajos de su portafolio.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
68
EDUC 581 Introduction to the Profession of Counseling and Guidance
LEARNING JOURNAL
The purpose of this journal is to be able to reflect on the significance of this
course. You should draw on your own experiences for examples of the ideas you
are studying. You can also speculate about how you might apply what you are
learning in class.
This process will help in your self-analysis concerning what you learned in
class during that specific workshop. At the end of each workshop, you should reflect
on the topics presented and answer the following guide questions. This analysis will
be included in your portfolio.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
69
EDUC 581 Introduction to the Profession of Counseling and Guidance
ANEJO F/APPENDIX F
REACCIÓN ESCRITA INMEDIATA
Después de cada taller, usted deberá contestar las siguientes preguntas y devolver
este documento a el/la facilitador/a. Estas contestaciones le proveerán a el/la
facilitador/a información valiosa acerca de sus dudas respecto a los temas o
asuntos discutidos en el taller de hoy.
1. El t
2. D
p é
á i p t
t
i
lt
ti
l t ll
, ú
yf
q
…
l
,q
…
3. Me agradaría que se retomará la discusión de los siguientes aspectos
relacionados al tema, ya que estos son de importancia para mí.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
70
EDUC 581 Introduction to the Profession of Counseling and Guidance
IMMEDIATE RESPONSE
After each workshop, you must answer the following questions and return the
document to the facilitator. These answers will provide the facilitator with valuable
information regarding your doubts about the topics or concepts discussed in class
today.
1. T
ti p t
t t pi
t
ft
y’ w k
pw
…
2. After discussing the topic, some questions are still unanswered. T
…
3. I would like this discussion to go further into these other/s topic/s that are very
important for me.
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
71
EDUC 581 Introduction to the Profession of Counseling and Guidance
ANEJO G/APPENDIX G
MATRIZ VALORATIVA PARA EVALUACIÓN DE PARTICIPACIÓN EN CLASE
NOMBRE: __________________________
NOTA FINAL: _____________
FECHA: ____________________________
Asistencia y puntualidad: ______%
_____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres
_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres
_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres
_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres
_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres
_____ 5= No faltó ni llegó tarde a los talleres
Aportación a la clase: ______%
0-No
Cumplió
12Deficiente Regular
CRITERIOS
3Bueno
0
4-Muy
5-Excelente
N/A-No
Bueno
Aplica
1
2
3
4
5
N/A
1. Contribuye frecuentemente a las
discusiones en clase.
2. Demuestra interés en las
discusiones en clase.
3. Contesta preguntas del facilitador y
sus compañeros.
4. Formula preguntas pertinentes al
tema de la clase.
5. Viene preparado(a) a clase.
6. Contribuye a la clase con material e
información adicional.
7. Presenta argumentos
fundamentados en las lecturas y
trabajos de la clase
8. Demuestra atención y apertura a los
puntos y argumentos de sus
compañeros.
9. Contesta preguntas y
planteamientos de sus compañeros.
10. Demuestra iniciativa y creatividad en
las actividades de clase.
Comentarios: _____________________________________________________
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
72
EDUC 581 Introduction to the Profession of Counseling and Guidance
RUBRIC TO EVALUATE CLASS PARTICIPATION
NAME: __________________________ FINAL GRADE: _______DATE: ________
Attendance and Punctuality: ______%
______ 0=Absent in 4 or more workshops or absent in 3 workshops and was
late in 2 workshops
_____ 1=Absent in 3 workshops or absent in 2 workshops and was late in 3
or more workshops
_____ 2=Absent in 2 workshops or absent in 1 workshops and was late in 3
or more workshops
_____ 3=Absent in 1 workshop or attended all workshops but was late in 3
workshops
_____ 4=Attended all workshops but was late in 1 or 2 workshops
_____ 5=Perfect attendance
Class Participation: ______%
0-NOT OBSERVED 1-DEFICIENT
5-EXCELLENT N/A- NOT APPLY
2-AVERAGE 3-GOOD
CRITERIA
0
1
2
4-VERY GOOD
3
4
5
N/A
1. Contributes frequently to class
discussion.
2. Demonstrates interest in class
discussion.
3. Answers questions made by the
facilitators and classmates.
4. Asks questions pertinent to the
class subject.
5. Arrives prepared to class.
6. Contributes to class with
additional material and
information.
7. Presents arguments based on
class lecture and work.
8. Demonstrates attention and
opening towards arguments from
classmates.
9. Answers questions and
expositions from classmates.
10. Demonstrates initiative and
creativity in class activities.
Comments: ______________________________________________________
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
73
EDUC 581 Introduction to the Profession of Counseling and Guidance
ANEJO H/APPENDIX H
Bosquejo a seguir para la entrevista al orientador
1. Datos demográficos- Nombre de la escuela, colegio, universidad y datos
generales de éste. Tipo de escuela/ universidad (privada, pública); localización,
teléfono, población que atiende y algunas características
2. Durante la entrevista, darle énfasis a:
a. Funciones que realiza en su escenario de trabajo
b. Servicios que presta a la población
c. Desde su evaluación personal, ¿a qué le dedica más tiempo de los
servicios que presta? ¿Por qué?
d. Características y necesidades de la población que atiende
e. Relaciones con otros miembros del equipo de trabajo (¿se trabaja en
equipo? ¿qué tipo de actividades?)
f. Alguna tarea o función relacionada con su rol que no le agrade. ¿Por
qué?
g. ¿Realiza frecuentemente consejería individual? ¿Cuál es la problemática
más frecuente de los orientados en consejería individual?
h. ¿Realiza consejería/orientaciones grupales?
i.
¿Realiza consejería ocupacional? ¿Cuenta con materiales en esta área?
j.
¿Está satisfecho con su rol? ¿Por qué sí o por qué no?
3. Análisis del plan de trabajo y descripción de facilidades
a. Descripción breve del plan de trabajo y hacia qué actividades se dirige el
esfuerzo mayor del orientador.
b. Facilidades físicas y recursos del área/oficina/centro de orientación
(Descripción breve de las facilidades y recursos didácticos/audiovisuales
si alguno). Puede incluir muestras de algunos materiales didácticos/
promocionales del centro.
c. ¿Qué actividades tiene a su cargo relacionadas y no relacionadas con la
orientación?
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
74
EDUC 581 Introduction to the Profession of Counseling and Guidance
4. Comparación/ Análisis
Cómo compara tus conocimientos teóricos hasta este momento con la parte
práctica-del día a día-que observas en este centro u oficina en términos de:
a. Filosofía
b. Servicios
c. Actividades generadas por el programa
d. Rol del orientador
e. Respeto por la orientación profesional
5. Evaluación de la experiencia
¿Cómo evalúas esta experiencia en estos términos?
a. aprendizaje
b. crecimiento en el plano personal
c. crecimiento en el plano profesional
d. ¿qué características consideras debe tener un buen orientador/ consejero
profesional?
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
75
EDUC 581 Introduction to the Profession of Counseling and Guidance
Outline of the Counselor’s Interview
1. Demographic data: Name of the school, collage or university and general data.
School type (public/ private); localization, telephone, population served and some
characteristics.
2. During the interview, emphasize:
a. Tasks of that particular work setting
b. Services offered to the population: From his/her personal perspective:
Which services are more time consuming? Why?
c. Characteristics and needs of the population served
d. Relations with other team members (Is team work a priority?) What kind
of activities do you do as a team?
e. Some task or function related to its role that does not please him. Why?
f. Does he/she do individual counseling frequently? Which problematic
situation is the most frequent along those receiving the individual
counseling?
g. Does he/she do group counseling?
h. Does he/she do career counsleing? What materials does he/she use in
this area?
i.
Is he/she satisfied with his/her role? Why?
3. Work plan analysis and facilities description
a. Brief description of the work plan and towards which activities the greater
effort of the counselor goes.
b. Physical facilities and resources of area/office/center (brief description of
the facilities and resources, if some). It may include samples of some
promotional didactic materials of the center
c. What activities does he/she have related and not related to his/her
position?
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EDUC 581 Introduction to the Profession of Counseling and Guidance
4. Comparison/ Analyisis
How does the theoretical knowledge that you have until this moment compares
with the daily basis practice that you observed in this center or office in terms of:
a. Philosophy
b. Services
c. Activities hosted by the program
d. Counselors role
e. Respect for the career of Professional Counseling
6. Evaluation of this experience
How would you evaluate this experience in terms of?
a. Learning
b. Personal growth
c. Professional growth
d. What characteristics do you consider a good counselor should possess
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EDUC 581 Introduction to the Profession of Counseling and Guidance
ANEJO I/APPENDIX I
Instrucciones para escribir la Monografía
Introducción general
1. Presentación de la teoría cubriendo los siguientes criterios:
a.
Breve introducción de la teoría y se deben incluir los puntos más
importantes.
b.
Exponente
c.
Concepto de la persona
d.
Conceptos básicos asociados a ésta
e.
Teoría/ proceso de terapia
f.
Metas (¿Qué se espera del proceso)
g.
Implicaciones para la consejería
h.
Estado actual de la teoría
2. Evaluación personal/ aprendizaje
3. Bibliografía**
**Debe contener al menos diez fichas bibliográficas en estilo APA, sin incluir el texto
de la clase.
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EDUC 581 Introduction to the Profession of Counseling and Guidance
ANEJO J/APPENDIX J
MATRIZ VALORATIVA DE EVALUACIÓN DE PRESENTACIONES ORALES
NOMBRE: __________________________NOTA FINAL ______ FECHA________
0-No Cumplió
1-Deficiente
2-Regular
3-Bueno
4-Muy Bueno
5-Excelente
N/A-No
Aplica
CRITERIOS
0
1
2
3
4
5
N/A
1. Realiza una introducción efectiva del tema y
, hace buen uso de la tecnología,
ayudas visuales, drama o ejercicios de
acuerdo al ejercicio
2. Identifica el propósito, los objetivos e ideas
principales que se incluyen en la
presentación.
3. La presentación es organizada, coherente
y se puede seguir con facilidad.
4. El presentador demuestra dominio del tema
o materia de la presentación al explicar con
propiedad el contenido y no incurrir en
errores.
5. Proyección efectiva, postura corporal
adecuada, manejo de la audiencia, cumple
con el tiempo asignado y no se extiende
demasiado ni es demasiado breve
6. El resumen de los puntos principales y/o la
presentación de las conclusiones es claro y
apropiado.
7. La presentación demuestra creatividad,
capta la atención e interés de la audiencia
y/o promueve su participación, según
aplique
CRITERIO DE LENGUAJE
8. Dicción clara, sin muletillas o barbarismos y
tono adecuado.
9. Se utiliza lenguaje apropiadocon corrección
sintetica y gramatical.
10. Utiliza vocabulario adecuado y se expresa
con oraciones bien construidas.
Comentarios: _______________
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EDUC 581 Introduction to the Profession of Counseling and Guidance
RUBRIC TO EVALUATE ORAL PRESENTATIONS
Course:_____________Section ____________Name______________________
Final grade: ___________________Date:___________Title________________
0-NOT OBSERVED
1-DEFICIENT
2-AVERAGE 3-GOOD
4-VERY GOOD 5-EXCELLENT
N/A-NOT APPLY
CRITERIA
0
1
2
3
4
5
N/A
1. Performs an effective introduction of
the theme to be discussed and
effective use of technology, visual aids,
drama or exercises depending on the
theme or exercise presented.
2. Identifies purpose, objectives and
principal ideas included in the
presentation.
3. Presentation is organized, coherent
and can be easily followed.
4. The presenter demonstrated mastery
of the theme or matter of the
presentation by properly explaining
content and not making mistakes.
5. Effective projection, adequate body
posture, audience management and
compiles with assigned time; not too
lengthy or too brief.
6. The summary of principal points and/or
the presentation of conclusions are
clear and appropriate.
7. The presentation demonstrates
creativity and captures audience
attention and interest and/or promotes
participation, depending on which
applies
LANGUAGE CRITERIA
8. Utilized appropriate language with
syntactical and grammatical correction
9. Clear diction, without pet phrases,
barbarisms and with adequate tone.
10. The vocabulary is correct and is able to
express with well constructed
sentences.
Comments: _____________________________________
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EDUC 581 Introduction to the Profession of Counseling and Guidance
ANEJO K/APPENDIX K
MATRIZ VALORATIVA PARA EVALUAR TRABAJOS ESCRITOS
NOMBRE: ____________________________________NOTA FINAL _________
TITULO_______________________________________FECHA _______________
0-No
Cumplió
CRITERIOS
12Deficiente Regular
3Bueno
0
4-Muy
Bueno
1
2
5N/A-No
Excelente Aplica
3
4
5
N/A
1. El escrito es claro, enfocado e
interesante, identifica el propósito, los
objetivos e ideas principales que se
incluyen en el escrito.
2. Se cumplieron los objetivos o propósitos
anunciados en la introducción.
3. La presentación de las ideas es
organizada y coherente y puede
seguirse con facilidad.
4. El escrito incluye todas las partes o
elementos del tema o tarea asignada de
manera directa y apropiada.
5. El autor demuestra dominio del tema o
materia de la presentación al explicar
con propiedad el contenido y no incurrir
en errores.
6. Las ideas y argumentos de la
presentación están bien fundamentadas
en los recursos presentados,
consultados o discutidos en clase.
7. El resumen de los puntos principales y/o
la presentación de las conclusiones es
claro y apropiado.
Criterios de Lenguaje
8.
Se utiliza un lenguaje apropiado con
corrección sintáctica y gramatical.
9. Utiliza vocabulario preciso, correcto y
apropiado, contiene oraciones y
párrafos bien construidos que facilitan la
lectura y comprensión del escrito.
10. El escrito está bien editado y
presentado.
Comentarios:
________________________________________________________________
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EDUC 581 Introduction to the Profession of Counseling and Guidance
RUBRIC TO EVALUATE WRITTEN PAPERS
NAME: ______________ FINAL GRADE: ________________________
TITLE_______________DATE_________________________________
0-NOT
OBSERVED 1-DEFICIENT
5-EXCELLENT N/A-NOT APPLY
CRITERIA
2-AVERAGE 3-GOOD
0
1
2
3
4-VERY GOOD
4
5
N/A
1. The paper is clear, focused and
interesting, fulfilled the objectives or
purpose set in the introduction.
2. Fulfilled the objectives or purpose set in
the introduction.
3. Presentation of ideas is organized,
coherent and can be easily followed.
4. The paper includes all parts or elements
of the assigned theme or task in a direct
and appropriate manner.
5. The author demonstrates mastery of the
presentation theme or matter, as it
properly explains content and does not
incur in mistakes.
6. The presentation ideas and arguments
are based in sources presented,
consulted or discussed in class.
7. The summary of principal points and/or
the presentation of conclusions are
clear and appropriate.
LANGUAGE CRITERIA
8.
Utilizes appropriate language with
grammatical and syntactical correction.
9. Utilizes precise, correct and appropriate
vocabulary, contains well-constructed
sentences and paragraphs that facilitate
lecture and comprehension.
10. The paper is well edited and presented.
Comments: ________________________________
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EDUC 581 Introduction to the Profession of Counseling and Guidance
ANEJO L/APPENDIX L
MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN GRUPO
NOMBRE:_________________NOTA FINAL___________________
TITULO___________________FECHA________________________
0-NO CUMPLIO 1-DEFICIENTE
EXCELENTE N/A-NO APLICA
2-REGULAR
CRITERIOS
1. Asistió a las reuniones o actividades
del grupo.
2. Colaboró en la planificación y
celebración de las reuniones o
actividades de grupo.
3. Demostró disposición para cooperar
con el grupo.
4. Contribuyó frecuentemente a las
discusiones del grupo
5. Participó activamente en las
reuniones y actividades.
6. Demostró interés en las discusiones
y actividades del grupo.
7. Vino preparado(a) a las reuniones,
actividades y discusiones del grupo.
8. Demostró atención y apertura a los
puntos y argumentos de sus
compañeros.
9. Demostró liderazgo en las
actividades del grupo.
10. Formuló preguntas pertinentes a las
discusiones del grupo.
11. Contribuyó al grupo con material e
información adicional.
12. Demostró iniciativa y creatividad en
las actividades de grupo.
13. Completó las tareas asignadas.
14. Contribuyó significativamente al
trabajo que presentó el grupo
0
1
3-BUENO
2
3
4-MUY BUENO 5-
4
5
N/A
Comentarios: _____________________________________________________
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EDUC 581 Introduction to the Profession of Counseling and Guidance
RUBRIC TO EVALUATE PARTICIPATION IN GROUP
NAME: ________________________ FINAL GRADE: ________________
TITLE: ________________________ DATE: _________________________
0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD
EXCELLENT N/A-NOT APPLY
CRITERIA
0
1
2
3
1. Attended group meetings and
activities.
2. Collaborated in planning group
meeting and activities.
3. Demonstrated disposition to
cooperate with the group.
4. Contributes frequently to group
discussion.
5. Actively participated in meetings and
activities.
6. Demonstrated interest in group
discussions and activities.
7. Arrived prepared to group meetings,
activities and discussions.
8. Demonstrated attention and opening
towards arguments from classmates.
9. Demonstrated leadership in group
activities
10. Formulated pertinent questions in
group discussions.
11. Contribuyó al grupo con material e
información adicional.
12. Demonstrates initiative and creativity
in group activities.
13. Completed assigned tasks.
14. Significantly contributed to work
presented by the group.
4-VERY GOOD 54
5
N/A
Comments: ______________________________________________________
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EDUC 581 Introduction to the Profession of Counseling and Guidance
Appendix M/Anejo M
Rubric to evaluate Term Paper
NAME_______________________TITLE__________________
Date_________________________FINAL GRADE__________
Content of Term Paper
Evaluation
1. Introduction and Theoric Presentation
10 %
2. Therapy concept
10 %
3. Therapy process & Goals
10 %
4. Counseling Implications
10 %
5. Theory actual position
10 %
6. Personal Evaluation and Learning
10 %
7. References
10 %
Language
8. Language is use appropiately
10 %
9. The sentences and paragraphs are
10 %
well constructed and facilitate the
reading of the paper.
10. The written is edited and well
10 %
presented.
Total of points
100 %
Comments:__________________________________________
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EDUC 581 Introduction to the Profession of Counseling and Guidance
Rubric to evaluate the Critical Analysis
Name______________________TITLE______________________
Date________________________FINAL GRADE_______________
Criteria
Evaluation
1. The Journals topic for the critical
10 %
analysis is apropriate.
2. Good interpretation of ideas.
10%
3. Excellent argument and support topic
10%
analysis.
4. Ideas are flowing correctly.
10%
5. Support of the topic with references.
10%
6. The introduction is clear and well
10%
stated.
7. A conclusión is exposed in the critical
10%
analysis.
Language Criteria
8. Demonstrate a command of standard
10%
English & Spanish (vocabulary,
syntax and flow of ideas).
9. Manages and uses verbs correctly.
10%
10. Uses grammar appropriately and
10%
correctly.
Total
100 %
Prep. 08-16-2004.Somaliz Dávila, M. Ed.,Rev. 08-20-07 Magaly Pacheco, Ed.D., Rev. March 2012 by
Miguel A. Herrera, MSW (EPM, MPS)
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