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Annual Report Executive Summary

CACREP Accreditation

The School Counseling program is currently seeking CACREP accreditation.

Assessment Plan Process

The School Counseling Program has used various methods for generating, gathering, and analyzing data to assess the current function and effectiveness of our program, as well as to inform needed program modifications. During this past report cycle, these methods included recent graduate exit-interviews, current student interviews and focus group, employer interviews, an Alumni Survey, feedback from all teaching faculty, and composite results from our site supervisor evaluations of candidates.

Our program is also in the process of developing an updated and improved systematic assessment plan to assess our program objectives and thus inform program modifications. Specifically, our program has begun collecting and analyzing data related to key performance indicators (KPIs), key professional dispositions (KPDs), practicum and internship site supervisor surveys, recent graduate surveys, employer surveys, and recent graduate exit interviews.

The analyses of data sources from this past year (quantitative and qualitative) cumulatively indicate the following:

Program Strengths

• Student/graduate’s ability to demonstrate self-awareness, sensitivity to others, and the skills needed to relate to students from all backgrounds.
• Student/graduate’s ability to ability to advocate for students and school counseling roles.
• Student/graduate’s ability to identify, gather, and analyze school data.

Areas of Improvement

• Improve the instruction of skills, knowledge, and dispositions necessary for supporting students with exceptionalities.
• Strengthen our support of student/graduate’s development of clinical counseling skills and ability to build effective counseling relationships.
• Improve and render more systematic program efforts to collect, organize, and store field-based data.
• Enhance the quality and consistency of or our program assessment processes.

Purpose of our Annual Report

This annual report aims to inform students, the public, and community stakeholders about student enrollment, student success, key findings, decisions, and modifications of the program in line with our program mission statement and objectives. The information below is based on the 2023-2024 academic year, as required by the Council on Accreditation for Counseling & Related Educational Programs (CACREP).

Our program administrative/service appointments include:

• Program Director and CACREP Liaison, Dr. Chris Janson
• Clinical Director: Dr. Giovanni Haertel

Faculty Changes and Updates

The core faculty during the 2023-2024 academic year were Drs. Sophie Filibert, Chris Janson, Rakesh Maurya, and Carolyn Stone. Following the Spring 2024 semester, Dr. Carolyn Stone retired. During the Summer 2024 term, Dr. Giovanni Haertel joined the faculty as our program’s first Clinical Director. Core faculty members include tenure-track/earning faculty lines and one post-doctoral fellowship. In addition to our core faculty, adjunct faculty members also contribute to course instruction.

Program Design

Mission

Prepare highly impactful professional school counselor leaders who advocate and promote the development and educational opportunities of students in all school communities within the context of the American School Counselor Association’s National Model and Council for Accreditation and Related Educational Program standards.

During the past year, the School Counseling Program revised its mission statement. This revision included input and review from all core faculty members, all affiliated adjunct faculty members, current and former students, our School Counseling Advisory Board, and a focus group comprised of area school counselors.

Overarching Program Goals

• Prepare school counselors who understand and utilize strengths-based theory and research within a comprehensive school counseling program.
• Prepare culturally competent practitioners who promote educational access and opportunity.
• Prepare leaders and advocates within the school, community, and profession.
• Strengthen the school counseling profession through purposeful teaching, service, and scholarship.

Program Objectives: Student Learning Outcomes

(Each objective aligns with one of the eight core areas and the school counseling specialty area from the 2024 CACREP Standards)

During the past year, the School Counseling Program revised our program objectives for them to be closely tied to our program alignment with the 2024 CACREP Standards and program Key Performance Indicators (KPIs). These program objectives were subsequently reviewed by all core faculty members, all affiliated adjunct faculty members, current and former students, our School Counseling Advisory Board, and a focus group comprised of area school counselors.

1. Students will demonstrate an understanding of the multiple professional roles and functions of counselors across specialized practice areas. (CACREP 3.A.2)
2. Students will demonstrate understanding of theories and models of multicultural counseling, social justice, and advocacy. (CACREP 3.B.1)
3. Students will demonstrate knowledge of theories of personality and psychological development. (CACREP 3.C.4)
4. Students will demonstrate an applied understanding of career and postsecondary training readiness and educational decision-making. (CACREP 3.D.10)
5. Students will demonstrate the use of counseling strategies and techniques used to facilitate the client change process (CACREP 3.E.10)
6. Students will demonstrate effective use of culturally sustaining and developmentally responsive strategies for designing and facilitating groups. (CACREP 3.F.8)
7. Students will demonstrate the ability to use procedures for assessing and responding to risk of aggression or danger to others, self-inflicted harm, and suicide. (CACREP 3.G.13)
8. Students will demonstrate the ability to use practice-based and action research methods. (CACREP 3.H.4)
9. Students will demonstrate understanding of models of school counseling programs. (CACREP 5.H.1)

Key Professional Dispositions (KPD)

(Each KPD is part of our Key Professional Dispositions Assessment which is used at three different times for each student during the program)

During the past year, the School Counseling Program developed and implemented within our program assessment Key Professional Dispositions (KPDs). These KPDs were subsequently reviewed by all core faculty members, all affiliated adjunct faculty members, current and former students, our School Counseling Advisory Board, and a focus group comprised of area school counselors.

1. Student recognizes their personal and professional impact on others.
2. Student actively engages in learning and developing their counseling knowledge, skills, dispositions, and cultural competencies (e.g., takes initiative and seeks/uses growth opportunities).
3. Student demonstrates the ability to receive, integrate and utilize feedback from peers, faculty, and supervisors.
4. Student behaves in accordance with the American Counseling Association (2014) Code of Ethics and the American School Counselor Association (2022) Ethical Standards for School Counselors.
5. Student demonstrates a commitment to growth and knowledge instead of just grades.
6. Student consistently demonstrates the ability to incorporate suggestions and feedback from professors on how to improve their work.
7. Student takes responsibility for his or her learning; avoids the easy route to a degree and seeks and fosters opportunities for growth.

Program Statistics

FTCE Pass Rates - K-12 School Counseling Test

Retention/Completion Rates

Enrolled students who returned or completed by the next fall. 

Number of Graduates

Employment Rates

The number of completers who were employed in the 23-24 academic year in a School Counseling program.

*Based on the 23-24 FLDOE Preliminary Employment Report (5/7/2024)

Major Program Modifications

The School Counseling program collects and analyzes composite student and program data from multiple assessments from multiple points in time. These data are then reviewed with various stakeholders to guide our program. During the past year, our major program modifications were shared and reviewed by all core faculty members, all affiliated adjunct faculty members, ÀÏ°ÄÃÅ×ÊÁÏ college and university administrators, current and former students, our School Counseling Advisory Board, and a focus group comprised of area school counselors.

Given the data collected and analyzed within the 2023-2024 cycle, the School Counseling program is making or has made the following modifications: