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College of Education Academic Planning Tool

Birth thru 16 Education Settings

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Main Topics Addressed at the Professional Practice/Setting Focus Meeting held on March 15

B-16 Education Settings - 3/15/2011 Notes


What are our students doing well?

What can our students improve?

Future Trends/Market Demand

What factors support high quality student performance at the worksite?

What factors inhibit high quality student performance at the worksite?

What changes could promote highest quality student performance at the worksite?

Download the Project Connect document created by a diverse group of B-16 faculty during the 3/15 COE Academic Planning meeting

 

What are our students doing well?

  • The students currently assigned to Clark Middle School truly understand how to use data to indicate where students need counseling support.  They also understand how important classroom presentations are to a school’s counseling program and they are fully committed to making these presentations work at Clark.  Finally, they understand the needs of impoverished children and how their role as counselor can impact their lives.
  • Students who are getting positions at entry level are doing a good job - understand role of an instructional leader stakeholders are feeling valued at working with the program through various partnership
  • At stakeholder’s meeting for EDD, two identified strengths – 1) ability to apply research/scholarship info/methodology learned in program to authentic site situations, 2) seeing SDSU graduates as extremely valuable to ongoing pool of professionals.
  • Heightened skill level from the start – excellent skills that they can apply right away and they move to leadership positions quickly
  • Students come from a culture of innovation/cutting edge and then practice that – (intensive hands-on supervision experiences transfer well to professional settings).
  • Open to receiving feedback
  • Put culture at forefront of understanding complex situations
  • Understanding schools as systems and applying systemic thinking
  • Students are very prepared to apply systematic thinking to help clients organize and produce effective learning environments across a wide variety of venues (i.e. schools, corporate, museums, social service, military)
  • Better prepared than students in other programs
  • -more realistic sense of what it means to be in the classroom
    • knowledgeable about standards
    • knew how to plan instruction
  • Knew how to use technology effectively
  • Employers trust dept to identify strong potential hires
  • Continued willingness of new hires to be willing to learn
  • Well-prepared in terms of lesson planning, classroom management, high bilingual skills (Spanish), strong multicultural awareness, sensitivity to students from diverse backgrounds, deep understand of language development and how that corresponds to instruction in another language, employers looking for bilingual programs, they look to SDSU, challenge teachers to go beyond present practices.
  • The School Counseling students continue to impress me every year. Within the context of their work during practicum, they have excelled as leaders,activists, change agents and advocates for the students.  Their preparation within the program is evident, they bring with them a multicultural perspective in working with culturally diverse students.  Their professionalism and commitment has presented itself every year as they seek to gain the experiences that shape their start in this profession. SDSU School Counseling students are introspective, reflective and with a keen desire to improve in their competencies and development as professional school counselor's.  Their passion is evident and their understanding of the role that they will play in creating change within education.
  • The students from the SDSU Counseling Program are the most impressive and prepared students that I have come in contact with. I have had the privilege of supervising some of these students through their field work experience. The level of knowledge and professionalism they bring with them is un-matched by other counseling programs. They provide essential guidance and services to many of our at-risk students by helping them develop proper organization and study skills. Your students are currently co-facilitating 5 pull-out groups of 10th grade students that are currently at-risk of not receiving a High School diploma. If we can provide these students with the necessary skills that have been proven to work, they will be equipped with the resources and knowledge that are essential for personal success. Your students are also doing classroom guidance lessons where they are educating our students about the current A-G requirements necessary for U.C. and Cal State admission. We truly value their expertise and cutting edge ways of delivering this essential information and services to our students. With the help of your students our school continues to be in the top 5 schools of San Diego County in regards to API scores, graduation rate, and college admittance.
  • The interns do a fine job with small groups and classroom participation. They sit regularly on our Attendance Team & SST too.
  • Our Graduate students are awesome, they have helped us with starting our intentional guidance groups target groups) with our data, with our group curriculum, group matrix. They are assisting with individual conferences, classroom guidance lessons and some technology items No complaints.
  • This year we are blessed with two incredible women who are both doing a fantastic job. The quality of interns selected for the program has been people who truly want to be school counselors and have a passion and dedication for the profession. 
  • They have developed and presented outstanding classroom guidance lessons in the areas of bullying, tattling vs. telling and career exploration lessons.  They run small group intentional guidance for study skills, social skills, attendance and decision-making. They have implemented a school-wide running club for girls to enhance self-esteem and promote healthy habits and self concept. Everything they implement is guided by the national counseling standards and supported by research.
  • They  have taken initiative to attend meetings and training's such as SST's, IEP's, attendance committee, home visits and staff meetings and outside training's for their own self awareness and understanding of our schools procedures in addressing a variety of student needs.
  • They approach everything they do with professionalism and integrity and in the best interest of students.
  • The students from the SDSU Counseling Program are the most impressive and prepared students that I have come in contact with. I have had the privilege of supervising some of these students through their field work experience. The level of knowledge and professionalism they bring with them is un-matched by other counseling programs. They provide essential guidance and services to many of our at-risk students by helping them develop proper organization and study skills. Your students are currently co-facilitating 5 pull-out groups of 10th grade students that are currently at-risk of not receiving a High School diploma. If we can provide these students with the necessary skills that have been proven to work, they will be equipped with the resources and knowledge that are essential for personal success. Your students are also doing classroom guidance lessons where they are educating our students about the current A-G requirements necessary for U.C. and Cal State admission. We truly value their expertise and cutting edge ways of delivering this essential information and services to our students. With the help of your students our school continues to be in the top 5 schools of San Diego County in regards to API scores, graduation rate, and college admittance.
  • I think that students are doing well in the area of organization.  The guidelines and expectations of the student teacher are clear, the students are disciplined, and in my opinion very responsible and professional.
  • The teachers are amazing.  Master teachers have commented on how well prepared student teachers are in lesson planning.  
  • Students are very professional and promote a culturally and socially sensitive environment.  They are consistent, punctual and hold high standards for themselves and all students!
  • The teacher education programs have failed to provide sufficient teachers who are well prepared to teach in our culturally diverse schools, few teachers who are bilingual have been placed in our schools.
  • Admissions process
  • Recruitment of diverse students
  • Pre-service teachers: working with students in K12 schools in tutoring and small group contexts
  • Students are: enthusiastic, committed to students and their learning and well being; knowledgeable about content standards and teaching strategies; they become a part of their classrooms; bring new ideas and support reforms (high school); provide extra support for students
  • Your students really know how to help teachers with struggling kids.  Not only that, they write their reports in a way that actually makes sense to me.
  • I am amazed at how your school counseling students helped our department re-organize the whole process of students choosing classes, so now they are very clear on how to get to college.  They developed a website, a new manual, and student forms.  They also helped us learn to give and evaluate classroom presentations and left us their power point presentations.
  • My gosh!  Your school psychology students helped my leadership team (principal-vp-counselors) understand RTI, presented data on our school to help us pinpoint our issues, listed what we are already doing that fits RTI, AND facilitated a discussion to plan system-wide interventions.  They are amazing.
  • Works well directly with children from diverse backgrounds
  • Students more confident in placements because they experience the SDSU clinic in the first year
  • Innovative curriculum: eco-systemic thinking (problem situations not problem children), dynamic assessment, grants
  • Skills with multiple types of interventions
  • Awareness of cultural and linguistic issues for students, parent, families and schools
  • Students have solid theoretical background
  • Students adept at addressing developmental needs
  • Challenging the status quo
  • Understand the specific needs of students at the Imperial Valley
  • Develop culturally responsive classroom practices
  • Design effective planning
  • We are getting students placed in high profile influential positions
  • Students are prepared for leadership in field (conf presentations and attendance)
  • Program provides an understanding of cultural aspects of assessment and academics
  • Practical skills, theoretical background, apply theories to practice, work ethics, strong teaming skills, client oriented, know how to communicate
  • Students know their schools and school systems
  • SDSU students multi culturally competent
  • Supervision and evaluation
  • Emphasis on family therapy, family involvement, and participation
  • Multicultural competence
  • Collaboration and consultation
  • Implementation of evidence based practice
  • Program development and implementation (IEP)
  • Professional collaboration
  • [illegible] involvement and participation
  • Improvement process
  • Vision setting
  • Use of data
  • Appreciate cutting edge approaches
  • Behavioral interventions in cultural context
  • Knowledgeable about standards, technology, and lesson planning
  • Early intervention, small group and individualized instruction
  • Ed specialist programs strong on differentiated instruction and tiered instruction
  • Graduates’ skill level high, apply right away, move into leadership right away
  • Stakeholders snatch up SDSU graduates before other institutions grads
  • Serving bilingual kids and families
  • Academic intervention
  • Preparing teachers who meet needs of English learners and the community
  • Culturally relevant pedagogy
  • Students well-prepared in systematic thinking, organizational issues in many venues, understanding schools and organizations as systems
  • Ed specialist programs strong on response to intervention model and response and recognition
  • Ed specialist programs strong on behavior management, instruction, assessment, and spec ed knowledge and skills (SPED)
  • Graduates focusing their energies/efforts/attention toward improving student learning results
  • Graduates come with knowledge and skill from in-field learning experiences
  • Students who are receiving entry-level administrators/prepared to do the work
  • Graduates understand role as instructional leaders
  • Students using data in their practice
  • Good at identifying curriculum resources and pedagogical strategies for white students
  • Receptive to different philosophies
  • Master teachers feel students well prepared in lesson planning, classroom management, good language skills, strong multicultural awareness, understand language development
  • Employers call for recommendations
  • Supervising teachers feel student teachers better prepared - because S. T. is longer
  • Leadership and understanding implementing RTI
  • More hours experience in field than other programs in area
  • Understand assessment and the instructional decision making process
  • Prepared in areas of autism and AT
  • Make [illegible] student teaching placements – impacts how well grad are prepared when enter own classroom
  • Culture is at the forefront
  • Assuming new leadership roles
  • Hybrid structure of courses and web site resources
  • Amazing graduates
  • Strong multicultural awareness
  • Solid foundation in multicultural issues that they keep at the forefront in how they approach situations in schools
  • Schools ask SDSU for recommendations (in schools with bilingual programs)
  • Understanding of evidence based practice, understand how to collect data, know how to apply principles of beh in classroom
  • 100% employment

 

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Last Modified 03/18/11 07:40

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