CACREP (2016) Teaching Competencies:
a. roles and responsibilities related to educating counselors
b. pedagogy and teaching methods relevant to counselor education
c. models of adult development and learning
d. instructional and curriculum design, delivery, and evaluation methods relevant to counselor education
e. effective approaches for online instruction
f. screening, remediation, and gatekeeping functions relevant to teaching
g. assessment of learning
h. ethical and culturally relevant strategies used in counselor preparation
i. the role of mentoring in counselor education
Artifacts 1-7 include a teaching reflective journal, two lesson plans and teaching demonstrations, a syllabus, a faculty shadowing paper, my teaching philosophy, and a proposal to the Virginia Association of Counselor Education & Supervision (VACES) conference. These artifacts were made for COUC 747 Instruction in Counselor Education where I made a letter grade of an A and meet the following competencies: a, b, c, d, e, f, i.
1. Teaching Reflective Journal
The purpose of this assignment was to demonstrate a synthesis of the following: roles and responsibilities related to educating counselors; pedagogy and teaching methods relevant to counselor education; models of adult developing and learning; instructional and curriculum design, delivery, and evaluation methods relevant to counselor education; effective approaches for online instruction; screening, remediation, and gatekeeping functions relevant to teaching; assessment of learning; ethical and culturally relevant strategies used in counselor preparation; the role of mentoring in counselor education.
2. Bullying Prevention: Lesson Plan and Power Point
The purpose of this assignment was to demonstrate the application of teaching skills to master’s level graduate students in COUC 699 School Counseling Internship.
3. Counseling Theories: Cognitive-Behavioral, Solution-Focused, and Reality Therapy
The aim of this assignment was also to demonstrate the application of teaching skills to master’s level graduate students in COUC 699 School Counseling Internship.
4. Syllabus
The purpose of this assignment was to develop a syllabus for a Masters CACREP class in counseling. This syllabus was designed for COUC 501 Counseling Theories.
This reflection paper describes what I learned about teaching masters counseling students while shadowing a faculty instructor in a Masters CACREP program.
The purpose of this presentation is to inform counselors about Centering Prayer as a mindfulness-based practice for clients with PTSD symptomatology who may prefer a Christian-oriented treatment. Counselors will learn about integrating Centering Prayer within a third wave mindfulness theoretical framework. Attendees will learn the steps in Centering Prayer and can participate in a demonstration.
Artifacts 8 - 13 include proof teaching assistant position, two video self-evaluations, two teaching video reproductions, a lesson plan, student evaluations, and a supervisor final evaluation. These artifacts and video reproductions were made for COUC 970: Teaching Internship where I worked as a teaching assistant for COUC 505 Counseling Techniques and the Helping Relationship at Liberty University, Lynchburg, VA where I made a letter grade of an A and demonstrate CACREP (2016) Teaching Competencies a - i.
Proof of Teaching Assistant Position
Artifact 8 demonstrates competency a. roles and responsibilities of educating counselors.
Video Self-Evaluation II & Teaching Video II
Artifact 11 and video reproduction demonstrate my ability to teach counseling graduate students in COUC 505 and the ability to self-evaluate. This meets competencies a - i.
Video Self-Evaluation I & Teaching Video I
Artifact 9 and video reproduction demonstrate my ability to teach counseling graduate students in COUC 505 Counseling Techniques and the ability to self-evaluate. This meets competencies a - i.
Student Evaluations of Teaching Intern
Artifact 12 demonstrates my ability to fulfill competencies: a. roles and responsibilities related to educating counselors; b. to implement relevant teaching methods with counselors; c. to implement adult developmental models of learning; d. to effectively utilize instructional and curriculum design, delivery, and evaluation methods relevant to counselor education; e. to utilize effective approaches for online instruction; f. to engage in screening, remediation, and gatekeeping functions relevant to teaching; g.to assess learning; h. to implement ethical and culturally relevant strategies used in counselor preparation; i. to demonstrate my role of mentoring in counselor education.
Artifact 10 demonstrates my ability to prepare appropriately for adult graduate learners in COUC 505 and meets criteria a - e, g - i.
Artifact 13 also demonstrates my ability to fulfill CACREP (2016) teaching competencies a - i.
Reflections
What has been especially meaningful to me both personally and professionally was the VACES proposal and presentation on Centering Prayer as a mindfulness-based practice for clients with PTSD symptomatology who may prefer a Christian-oriented treatment, because it was the first time I was encouraged to present professionally on a topic that reflects my interests in helping others. This helped to affirm my professional identity. I think my strengths have been cultivated by having an awareness of human development and having a person-centered approach to teaching and counseling that helps facilitate a safe environment for students to grow. An area of challenge for me is confidence in teaching. Because I am person-centered as a therapist and accustomed to being a student, it is different for me to assume a role in which I evaluate students and perform gate keeping functions. I will continue to consult with more experienced counseling educators to build my confidence in this area. Ultimately, Christ is the ground of my being in whom I find strength. “I can do all things through Christ who strengthens me” (Phillipians 4:13).