There are currently no licensure tests required for the school counselor license in Indiana. Table 5
School counseling candidates demonstrate the knowledge and skills delineated in professional, state, and institutional standards. Specifically, the school counseling program is aligned to the Indiana State School Services Professional Standards, the Indiana State School Counselor Standards, American School Counselor Association (ASCA) Model Standards as well as the unit’s conceptual framework. Competencies are systematically assessed by means of signature assignments as described in the graphic Signature Assignments Aligned with the Conceptual Framework document, which lists course numbers and titles, course signature assignments, and descriptions of signature assignments. Assessment data specific to the signature assignments are depicted in a series of three tables. Data on these tables are relevant to dispositions, field-based signature assignments, and course-based signature assignments. Aggregated data confirm that school counseling candidates demonstrate the overall knowledge and skills to be effective practitioners. Table 1e2 includes a link to a detailed chart).
Two representative signature assignments are found in Research Methods and Statistics, PSYC 500, and Ethical and Legal Issues in Counseling, PSYC 578. The four-point scale signature assignments addressing candidates’ knowledge of content yield mean scores of 3.8 and 4.0 / 4.0, respectively, placing candidate proficiencies in the exceeds expectations category.
Field evaluations of candidates’ knowledge and skills demonstrated in both practica and internships are positive. Three items measure: demonstrates confidence and competence in guidance and counseling activities; demonstrates familiarity with resources to support counseling activities; and builds and extends upon knowledge base and experience. On a five-point scale, mean ratings on these items are 4.0 / 5.0, acceptable.
Three items from the Assessment of Professional Dispositions focus on the knowledge and skill levels of candidates nearing program completion. These items include: knowledge of counseling and guidance is extensive and evolving in nature; counseling and guidance work relates to students’ everyday living issues; and technology enriches instruction and learning in the counseling and guidance areas. Results indicate that candidates demonstrate high ratings on these dispositions. On a three-point scale, average ratings range from 2.09 to 2.50 / 3.00, placing most candidates at the capability level of dispositions.
Field and course-based signature assignments and dispositional assessments indicate that school counseling candidates have a firm grasp of the knowledge and skills necessary for professional success.
A link to survey response rates is located on each summary table.
School counseling alumni’s knowledge and skills are measured with the Alumni Surveys. Three years of survey scores range from 2.67 to 4.00 / 5.00 in 2007-2008 to 3.71- 4.43 / 5.00 in 2008-2009. The low return rate on the Alumni Survey may be attributed to use of survey terminology such as, teacher and teaching, rather than educator and professional.
Employer Survey data during the same three-year period range from 4.00 to 5.00 / 5.00, indicating employer satisfaction with school counseling professionals (Table 1e3.2). Additional data have been generated from the newly-developed Field Supervisor Candidate Performance Survey implemented in October, 2009. This survey measures the preparation and performance levels of counselor candidates in practica and internship. Fall 2009 results indicate that field supervisors are generally satisfied with the level of candidate preparation. (Table 1e3.1).