School Counselors:

Supporters of Academic Rigor

(SOAR)

INFORMATION PACKET

Admissions Portfolio available at:

COLLEGE OF EDUCATION AND HUMAN SERVICES

Department of Leadership, School Counseling and Sport Management

If you have any questions, please feel free to contact

Dr. Rebecca Schumacher @ r

Kate Worsowicz @

Highlights

SCHOOL COUNSELORS: SUPPORTERS OF ACADEMIC RIGOR (SOAR)

THE SCHOOL COUNSELING TRACK

The School Counseling Track centers upon preparing counselors to meet the academic,

career, and social/emotional needs of diverse student populations. The School Counseling Track prepares school counselors to fulfill the following roles:

• serve as advocates, educational leaders, team members, counselors, and consultants to

maximize opportunities for every student to succeed academically;

• develop in students a commitment to achievement and provide conditions that enable

students to accomplish their goals;

• help students recognize their potential and enhance their capacity to make academic and

career decisions;

• serve as leaders and stewards of equity and achievement and be able to remedy institutional

and environmental barriers impeding student’s progress;

• provide all students with academic and career advising in order for them to form values,

attitudes, and behaviors conducive to their education and economic success; and,

• become managers of resources and partnership builders, enlisting the support of parents,

agencies, and community members.

The School Counseling Track is accredited by the Council for the Accreditation of Counseling

and Related Educational Programs (CACREP). Graduates of the program will have fulfilled the

educational requirements for Florida certification as school counselors.

CHARACTERISTICS OF THE PROGRAM

  • A cohort model
  • Candidates are admitted to the program each spring for a cohort who begins the following summer semester.
  • A 48-credit master of education degree in Counselor Education
  • Eligibility for school counselor certification in Florida
  • Skill building in counseling, leadership, collaboration, and data driven decision- making
  • Field experiences integrated throughout the course work
  • Knowledge and understanding of innovative practice in school counseling
  • Expertise in using technology applications in school counseling to support students’ growth and development
  • Extensive knowledge in delivering comprehensive programs that promote success for all students in the areas of academic, career, and personal/social development
  • A unique cross-disciplinary approach through sharing core courses with mental health, teacher education, special education, and educational leadership candidates

Overview of the School Counseling

Supporters of Academic Rigor(S.O.A.R.) Program

  • Emphasizes a social justice agenda, especially those strategies needed to eliminate the achievement gap between minority and low-income students and their more advantaged peers
  • Worked with The Education Trust as one of six universities selected for The Transforming School Counseling Initiative, DeWitt Wallace-Reader’s Digest, $515,000 (October 1998). Many components of the UNF program have been adopted by other universities such as the selection and recruitment process copied by universities such as the University of Maryland College Park and the New York Institute of Technology
  • Aligned with the Florida Educator Accomplished Practices, the standards of the Council for Accreditation in Counseling and Related Educational Programs standards (CACREP) and National Council for the Accreditation of Teacher Education (NCATE)
  • Since 1999, SOAR students have presented at national conferences for American Counseling Association, American School Counseling Association, and the Annual Convention of Florida Counseling Association

Impact on K-12 Students

  • Field experiences integrated throughout the course work (total 700 clock hours)
  • In partnership with Duval County Public Schools for:

a) Transforming School Counseling Initiative (1999-present)

b) GEAR UP Grant (1999-2005) Services delivered at Ribault Middle and High Schools yielded higher achievement on FCAT

c) GEAR UP Grant (2004-2007) LeeHigh School

d) GEAR UP Grant (2007-2012) RainesHigh School, Northwestern and ButlerMiddle Schools

e) GEAR UP Grant (2008-2016) Jackson High School, Raines High School, Matthew Gilbert Middle School, Northwestern Middle School, Paxon Middle School and Ribault Middle School

Enrollment

  • 40 Candidates - average enrollment per year for school counseling preparation (1999-2011)

Before Implementation of the SOAR Program & Active Recruitment of Minorities/Males (1999-2001) / 3 minority/male graduates (17% of all graduates)
After Implementation of SOAR Program & Active Recruitment of Minorities (2001-2003) / 18 minority graduates (30% of all graduates)

SOAR: Supporters of Academic Rigor

ADMISSION TO THE PROGRAM

Admission / Summer / Fall Deadline
UNF Graduate School Application deadline / May 18, 2012 / August 3, 2012
Submit to the Graduate Office (Bldg. 1, Room 2000). All required information must be received by UNF by the deadline date or you cannot be considered for admission.
Portfolio Due Date / May 21, 2012 / July 19, 2012
A downloadable copy of our admission portfolio can be found on our website
Interview/ Speech / May 24, 2012 / July 24, 2012

Questions? ContactKate Worsowicz at (904) 620-1826 or .

To be admitted to the SOAR Program, applicants need to apply and be admitted to the University of North Florida Graduate School and to the SOAR Program.

For the University:SOAR applicants must apply for SUMMER or FALL admission. All applicants must take the General Knowledge (GK) test or the GRE (Graduate Record Exam). The University admission standards require applicants to have a 3.0 GPA or higher in their last 60 hours of undergraduate study, a PASS score on the all parts of the GK test or a target score of 297 or higher on the new version of the GRE (1000 on the old version).

If you are a teacher, then you have already taken the GK test as part of your FTCEs. We will need two copies of your Teaching Certificate – one sent to UNF Graduate School and one placed in your SOAR Portfolio. Refer to the requirements for admission to the Graduate School at . Only applicants accepted by the GraduateSchool are considered for admission to the SOAR Program. It is important for applicants to begin the process of applying to the Graduate School as soon as possible. Applicants to the Graduate School must provide 1) all official college transcripts, 2) official GRE or GK scores, 3) letter of intent (or professional goals statement), 5) three references, and the 6) application fee.

GK (General Knowledge Test): The General Knowledge Test is a four part test. For information regarding the General Knowledge Test visit or . Please keep in mind that it takes approximately 6 weeks for UNF to receive official GK scores for all parts.

GRE: Official scores take a minimum of 15 days to reach the UNF Graduate School. The UNF Testing Center can administer the GRE. Visit for more information.

For the SOAR Program: Applicants must have an undergraduate degree. A degree in Education is not necessary. The SOAR program admits for the Summer and Fall terms.

Application Portfolio: Applicants submit an application portfolio which contains a) a professional goals statement (this statement can also serve as your letter of intent required by the Graduate School), b) a written reaction to a journal article, c) a signed statement of understand, d) a school experience contract, e) a copy of your Teaching Certificate, if applicable and f) a written reaction to a school scenario.

Portfolios can be printed from our SOAR website .

The completed portfolio is due approximately one week before a scheduled interview. Portfolio materials submitted become the property of the SOAR program. Please be certain to keep copies of all your work.

Note: SOAR applicants cannot be interviewed unless they have applied to the UNF Graduate School first.

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Revised 6/7/2012

School Counseling Tentative Term Schedule

A=Summer Admission B=Fall Admission

Program of Studies / Summer 2012 / Fall
2012 / Spring
2013 / Summer
2013 / Fall
2013 / Spring
2014 / Summer
2014
EDF 6607 / Education in America / 14A / 14B
MHS 6530 / Group Leadership Skills for School Counselors / 14A / 14B
SDS 6940 / Practicum in School Counseling / 14AB
MHS 6407 / Theories of Counseling / 14AB
MHS 6780 / Legal, Ethical, and Professional Issues in School Counseling / 14AB
SDS 6832 / Internship Career Advising, Appraisal, Advocacy / 14AB
SDS 6310 / Career and Lifestyle Development / 14AB
TSL 6700 / ESOL for School Counselors / 14A / 14B
SDS 6000 / SchoolFamily: Managing Student Behavior / 14AB
MHS 6482 / Personality and Lifespan Development / 14A / 14B
SDS 6014 / Organization and Administration of School Counseling / 14AB
EDF 6495 / Research in Counseling / 14AB
SDS 6830 / Internship Counseling/Coordination of Guidance Services / 14AB
SDS 6831 / Management of Resources and Data Analysis / 14AB
MHS 6421 / Counseling Children and Adolescents / 14AB
MHS 6600 / Seminar: Consultation Skills / 14AB
COHORTTENTATIVE SCHEDULE OF COURSES
COURSE NO. / CREDIT HOURS / COURSE TITLE / COURSE DESCRIPTION / TIME SPENT PER WEEK
EDF 6607 / 3 / Education in America / The goal of this course is to provide every graduate in the College of Education with the
basic information needed to understand the role of education in our American culture.
The course is designed to provide students with the general knowledge that will enable
them to deal with new ideas, events and challenges with which they will be confronted
as educated professionals.
MHS 6530 / 3 / Group Leadership Skills for School Counselors / This course is designed to provide students with methods, materials, leadership skills
and counseling techniques appropriate for group work in a school setting. The course
will address group and classroom approaches for promoting academic achievement and
success in school. It will cover principles and practices of group counseling, group
dynamics, teaching and training models and skills, teaming and collaboration and
working with parent groups. Academic, career, college counseling, and school
leadership groups will be emphasized.
MHS 6780 / 3 / Legal, Ethical, & Professional Issues in School Counseling / This course will survey ethical, legal, and professional issues facing the school
counselor. School counselors function in an environment regulated by state and federal
laws, court decisions, certification, cultural diversity issues and school board rules.
Using case studies, students will explore and demystify some of the legal complexities
through and exploration of American Counseling Association Code of Ethics and
Standard of Practice, federal law, case law, state statutes, multi-cultural community
standards and school board rules. Students will learn how these assist in the protection
of students, parents and the school counselor. Students will host a conference and
present their research projects from EDF 6780 at this conference. / In Weekend Class: 14 hours
At home: 10-20 hours the weeks of class or 5 hours each week (reading the text, watching videos, writing papers, answering study guides, and meeting with group members for group projects)
MHS 6407 / 3 / Theories of Counseling / Provides counselors in school and mental health settings with knowledge of personality
and counseling theories. The role of theory in the counseling of children, youth, and
adults will be emphasized. / In class: 3 hours
At home: 5 hours each week (reading the text, preparing exams, writing papers, meeting with group members and preparing group projects)
SDS 6940 / 3 / Practicum in School Counseling / Designed to apply knowledge and
skills gained in study to actual school settings. Corresponding course work will be
required in which the emphasis will be on the counselor as a consultant to parents,
teachers, and administrators. May be repeated for credit. / In Class: 3 hours at Raines High School
Extra Activities: Ranging 5-15 hours depending on the week (Attending events such as the NACAC Fair (a full Saturday event), parent nights, college tours, career mentoring rally, and other various activities with the students at Raines High School)
At home: 5 hours each week (writing reflection papers, goals, etc.)
SDS 6014 / 3 / Organization and Administration of School Counseling / A study of various components in a comprehensive, developmental school counseling
program, including an understanding of professional roles and functions, historical
underpinnings and future trends, accountability and professional organizations,
associations and credentialing. / In Weekend Class: 14 hours
Extra Activities: 5 hours in a couple of different weeks. Going out to a school for guidance lessons and staff development workshops.
At home: 5-10 hours depending on the week (reading the text, writing papers, working with groups on group projects such as RAMP and MEASURE)
SDS 6310 / 3 / Career and Lifestyle Development / Designed to enable counselors to help individuals assess their skills, knowledge and
self-understanding necessary to arrive at appropriate career, educational, and lifestyle
decisions throughout the life span. Both theory and practice are emphasized. / In Class: 3 hours
At home: 5-10 hours per week (reading the text, preparing classroom guidance activities, delivering classroom guidance lessons in schools, meeting with groups and working on group projects)
SDS 6832 / 3 / Internship: Career Advising, Appraisal, Advocacy / This internship offers students an in-depth supervised experience practicing career and
academic advising and advocacy in schools and businesses. / In Class: 3 hours
Extra Activities: 5-10 hours (Spending time at internship site, attending college goal Sunday, planning and implementing a career fair during the school day, participating in parent nights, participating in Financial Aid activities such as parent nights, and BEACON)
At home: 5 hours (writing reflection papers, preparing classroom guidance lessons, career inventories, etc.)
TSL6700 / 3 / Issues in ESOL for School Counselors / This course provides an overview of key issues related to the schooling of English
Language Learners (ELLs) and struggling readers as they affect school counselors.
Emphasis is placed on such dimensions of diversity as culture, ethnicity, race, language,
social class, exceptionality, gender, age, sexual orientation and their implications for
educational policy, curriculum, and methodology.
SDS 6931 / 3 / School & Family: Managing Student Behavior / Thiscourse is designed to enhance the relationship between families/care givers and the
school for the purpose of optimizing student behavior for classroom learning. It will give
the students tools to use when working with families. In addition, students will learn
effective ways to include family members as active contributors in their child's education
and overall well being. Students will learn how to create collaborative teams that will
include school personnel, families and other community agencies to promote student
learning. The school counselor's role will be explored in managing classroom behavior
when conducting classroom guidance and in helping teaches with strategies for
managing students from various cultural backgrounds. The classroom environment and
instructional activities that promote cognitive growth will be examined. This course will
look at profiles and characteristics of students presenting potential and active behavior
problems. Strategies for preventing and handling on-going behavioral problems are
examined.
SDS 6831 / 3 / Management
of Resources and Data Analysis / The course offers students an in-depth supervised experience in schools practicing
management of resources and data analysis. / This course requires some day hours for visits to community agencies.
Students enrolled in this course will increase their knowledge of brokering and managing resources by visiting and/or having guest lecturers from approximately 20 local community resources such as the Children’s Hospitals, PACE Center for Girls, and Child Protective Services, Big Brothers/ Big Sisters. Students will apply their knowledge to case studies.
MHS 6421 / 3 / Counseling Children and Adolescents / This course concerns the helping
relationship between the counselor and children and adolescents. Emphasis is placed
on application of theoretical models and specific techniques required to counsel
children and adolescents in both school and mental health settings.
SDS 6830 / 3 / Internship: Counseling/Coordination of Guidance Services / This internship offers students an in-depth supervised experience in schools practicing
individual and group counseling.
EDF 6495 / 3 / Research in Counseling / The ability to design, conduct and interpret research is critical for professional
counselors. Professional research allows for discovery of new knowledge, better
understanding of current practices, and effective professional communications, all of
which expand and enhance the practice of professional counselors. In addition,
counseling professionals are by definition expected to be accountable for the clinical
and programmatic services they render. Therefore, substantive research, program
evaluation, and related knowledge and skills are essential for the identification and
provision of effective counseling.
MHS 6600 / 3 / Seminar: Consultation Skills / Examination of consultation models appropriate to education and human services.
Develops basic skills in consultation with parents, teachers and other professionals.
MHS 6482 / 3 / Personality and Life Span Development / This course provides students with knowledge of personality and human development
theories and research throughout the lifespan. Dynamics of personality and behavior, as
well as their implications for counseling at each developmental stage will be presented.

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Revised 6/7/2012

Know someone who would like to learn more about being a School Counselor?

School Counseling: Supporters of Academic Rigor (SOAR)

Graduate Program

Encourage them to attend an Information Session!

In the College of Education (Bldg. 57), 3rd floor – Room 3430

Reservations are not necessary

February 25 - SAT11 am

March 8 - THUNoon

March 20 – TUENoon

April 2 - MON5 pm

April 21 - SAT11 am

*Information Sessions last approximately one hour.

Scheduled SOAR Admission Interviews

Summer term May 24 - THUstarting at 4 pm

Fall term July 24 - TUEstarting at 4pm

Need more information or have a question? Email Kate Worsowicz at or call 620-1826.

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Revised 6/7/2012