I. Educational Advisement
A. Knowledge of career guidance programs (K-12) related to School to Work or School to College programs
1) L. A. County
3) State of California
4) National Programs
B. Knowledge of goal setting skills appropriate to educational and information needs of various student subgroups.
C. Skills to relate various assessments to identifying educational options and occupational possibilities (sample instruments).
1) Interest assessments (COPS/COPS-P, SII, SDS)
2) Skills assessments (CAPS, MSCS)
3) Aptitude assessments (ASVAB)
4) Personality assessments (MBTI)
5) Attitude assessments (Often counselor developed)
6) Values assessments (VCS)
7) Study Skills (SAMS)
D. Educational Planning
1) Knowledge of strategies to utilize educational and career information in educational planning and advisement.
2) Ability to devise or develop usable form for assessment and evaluation of students' educational progress towards graduation and admission to college.
E. High school graduation requirements and their relation to the requirements for various occupational and educational options:
1) Community College
2) California State University
3) University of California
4) Private Universities
5) Armed Services
6) Proprietary Vocational Schools
II. Career Guidance
A. General Counseling Skills Related to Career Guidance--Counseling competencies considered essential to effective vocational/career counseling. Demonstration of:
1) Ability to use appropriate counseling techniques in effectively assisting students with career choice and life/career development concerns.
2) Ability to assist the student to recognize the relationship between self-understanding and effective life/career decisions.
3) Ability to assist the student in the identification of internal personal factors related to life/career decision-making including personality, values, interests, aptitudes, and motives.
4) Skills in recognizing and modifying stereotypes held by students related to career choice.
5) Ability to assist the student in the identification of contextual factors in career decision making, including family, friends, educational opportunities, and finances.
6) Ability to understand the help clarify the student's decision making process.
B. Information--Information base
and knowledge essential for professionals engaging the vocational/career
1) Knowledge of education, training, employment trends, labor market, and career resources that provide information about job tasks, functions, salaries, requirements, and future outlooks related to broad occupational fields.
2) Knowledge of basis concepts related to vocational/career counseling including career development, "career pathing", and career patterns.
3) Knowledge of career development and decision making theories and how they relate to career exploration, academic advisement, and college choice.
4) Knowledge of the changing roles of women and men and the linkage of work, family, and leisure.
5) Knowledge of career and educational resources and techniques designed for use with special groups.
6) Knowledge of strategies to store, retrieve, and disseminate vocational/career information and college information.
C. Individual/Group Assessment Skills
Related to Career Education--individual/group
assessment skills considered essential for professionals engaging
in vocational/career counseling.
1) Knowledge of appraisal techniques and measures of aptitude, achievement, interest, values, and personality.
2) Ability to identify appraisal resources appropriate for specified situations and populations.
3) Ability to evaluate appraisal resources and techniques in terms of their validity, reliability, and relationships to race, sex, age, socioeconomic status and ethnicity.
4) Ability to demonstrate the proper administration of appraisal techniques with both individual and group administrated assessment instruments.
5) Ability to interpret appraisal data to students and other appropriate individuals or groups of people in terms appropriate the the purpose of the assessment strategies.
6) Ability to assist students in appraising quality of life and college majors as they relate to future occupational options.
and skills essential to the adoption of career education/guidance
programs and strategies in a educational setting appropriate the
student, faculty, and administrative needs.
1) Knowledge of program adoption and planned change strategies.
2) Knowledge of personal and environmental barriers affecting the implementation of career education/guidance programs.
3) Ability to implement individual and group programs in career education/guidance for campus populations.
4) Ability to implement a public relations effort in behalf of career education/guidance activities and services.
5) Ability to devise and implement a comprehensive career resource center.
6) Ability to implement pilot programs in addition to in a variety of career development areas including: appraisal, decision-making, information giving, and general career counseling.
III. Assessment Competencies: The
purpose of educational and psychological assessment is to provide
measures that are objective and interpretable in either comparative
or absolute terms. School Counselors recognize the need to interpret
the statements in this section as applying to the whole range
of appraisal techniques including test and non-test data.
1. Welfare of Students--Knowledge of techniques to insure the welfare and best interests of the client in the development, publication, and utilization of educational and psychological assessment techniques.
a) Knowledge of techniques to properly use assessment results and interpretations and take reasonable steps to prevent others from misusing the information these techniques provide.
b) Respect the student's right to know the results, the interpretations made, and the basis for their conclusions and recommendations.
2. Limits of Competence: Counselors recognize the limits of their competence and perform on those testing and assessment services for which they have been trained.
3. Assessment and Measurement Properties
a) Familiarity with reliability, validity, related standardization, error of measurement, ipsative assessment, and proper application any technique utilized.
b) Appropriate use of computerized based assessment techniques and knowledge of testing construct being measured.
4. Appropriate Use of Assessments
a) Demonstration of skills necessary for the appropriate application, scoring, interpretation, and use of assessment instruments whether they score and interpret such tests themselves or use computerized or other services.
b) Thorough understanding of educational psychological measurement including validation criteria, test research, and guidelines for test development.
5. Test Selection:
a) Appropriateness of Instruments
Knowledge of skills to carefully consider the validity, reliability, and psychometric limitations of instruments when selecting tests for use in a given situation or with a particular student. Includes applying these skills in counselor-developed tests and assessments.
b) Culturally Diverse Populations
Knowledge of the cultural and socioeconomic affects on testing skills. Displaying caution when selecting tests for culturally diverse populations to avoid inappropriateness of testing that may be outside socialized behavior or cognitive patterns.
6. Test Administration
a) Knowledge of skills involving standardized administration and the likely consequences of non-standardized conditions or unusual behavior during the testing session as well as their impact with the interpretation.
b) Demonstration of skills explaining the invalidity or questionable validity of test results as a result of unusual or non-standardized conditions during administration.
c) Knowledge of reasons for counselors' not allowing unsupervised or inadequately supervised use of tests or assessments unless the tests or assessments are designed, intended, and validated for self-administration and/or scoring
7. Test Scoring and Interpretation
a) In reporting assessment results, counselors indicate any reservations that exist regarding validity or reliability because of the circumstances of the assessment or the inappropriateness of the norms for the person/group tested.
b) Counselor exercise caution when interpreting the results of research instruments possessing insufficient technical data to support respondent results. The specific purposes for the use of such instruments are states explicitly to the examinee.
8. Obsolete Tests and Outdated Test Results
a) Knowledge of why data and/or test results from outdated or obsolete are not used. If their use is necessitated for some reason outside the counselor's control, counselors make every effort to indicate the source of the data.
IV. Technology Competencies--Competencies
involving the use of technology in sharing information and making
presentations, sharing various sorts of information, and appraisal
of data and information.
1. Skills involved in making multi media presentations
a) Developing multimedia presentations and appropriate support materials.
b) Modifying multi media presentations via MS PowerPoint
c) Importing images and text into PowerPoint presentations
d) Making PowerPoint presentations to students, site personnel, and University classes
2. Skills utilized in communication through technology
a) Using email to communicate with University faculty, counselees, and site personnel.
b) Attaching documents to email messages.
c) Signing on to and using selected listserves.
3. Internet skills
a) Accessing WWW WebPages
b) Developing and maintaining a set of web browser bookmarks related to topics, skills, and information relevant to the TLCSS program
c) Developing WebPage outlines necessary to construct a WebPage
d) Utilizing a range of Webpage browsers
e) Using various HTML editors to design and create a Webpage to be used in site programs (FrontPage, PageMill, etc.)
f) Accessing and downloading various Internet documents from various WWW sites.
4. Career & Educational Portfolio
a) Familiarity with career/education portfolio software
b) Creating and maintaining a professional development portfolio that demonstrates the student's competency development in the TLCSS Program