#55 Guidance and Counseling

Course Outcome Summary

Course Information
Organization Wisconsin Technical College System
Developers WTCS Certification 55 Task Analysis Team
Revised Date 1/23/2009
Course Number WTCS 55
Potential Hours of 80
Instruction
Total Credits 2

Description
A guidance and counseling framework is used to develop skills and strategies to enhance student
success. Participants will explore the educator's role in meeting the guidance and counseling needs
of learners. They will develop a personal theory of counseling, explore available student support
resources and analyze legal and ethical implications of the educator's role.

Target Population
This professional development requirement is intended to lay the groundwork for excellence in
teaching and educational leadership in the Wisconsin Technical College System. The target audience
is professionals holding positions requiring WTCS certification and includes technical college
teachers and those serving in other technical college leadership roles (e.g. counselors, supervisors,
librarians, administrators).

Core Abilities
Facilitators of WTCS Certification Activities may incorporate core abilities established by the
sponsoring organization or they may address the core abilities suggested in the WTCS
Certification Professional Development Design.

WTCS Certification Education Requirement Outcomes

Play an effective and appropriate role in meeting the guidance and counseling needs of
learners

Competencies
Unit A. Educator's role in and personal theory for enhancing student success
A.1. Analyze the impact of personal factors and life circumstances on student success
You will demonstrate your competence:
o using a student survey or personal interviews
o in a written or oral presentation of the analysis of your data
Your performance will be successful when:
o analysis includes a non-statistical overview of an actual group of learners
o analysis describes the learner demographics such as age, sex, marital status, ethnicity,
socio-economics, employment status, etc.
o analysis includes previous educational experience of learners
o analysis identifies other life role obligations of learners
o analysis summarizes special needs of learners

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 o analysis compares learner goals to intended course outcomes
o analysis includes information from assigned readings
o analysis describes insights gained about student success
A.2. Develop a personal theory of counseling
You will demonstrate your competence:
o in a written paper, concept map, or other graphic representation of your personal theory
of counseling
Your performance will be successful when:
o personal theory incorporates developmental, behavioral, affective, and/or cognitive
theories
o personal theory accurately describes elements of theories used in development of
personal theory
o personal theory includes implications for interactions with students
A.3. Compare the roles of the counselor, the advisor, and the instructor in facilitating the
academic, career, and personal development of learners
You will demonstrate your competence:
o in a written paper and/or oral presentation
o in the development of a matrix, chart, concept map or other graphic that illustrates the
academic advising process
Your performance will be successful when:
o comparison accurately identifies the similarities and differences between educational
preparation of counselors and instructors
o comparison illustrates tasks performed by counselors in support of academic, career,
and personal development of learners
o comparison illustrates tasks performed by instructors in support of academic, career,
and personal development of learners
o comparison describes opportunities for interaction and collaboration
o comparison summarizes the role effective advising plays in retention, career clarification
and program completion
o graphic summarizes the key steps in the process of academic advising
o graphic illustrates the similarities and differences in the roles of the counselor, advisor
and instructor in academic advising at your institution
A.4. Demonstrate learner centered communication
You will demonstrate your competence:
o in a case study or role play
Your performance will be successful when:
o participant demonstrates active listening techniques
o participant reflects content, feelings, and meaning
o participant clarifies content, feeling, and meaning
o participant synthesizes content, feelings, and meaning
o participant displays effective attending behaviors such as eye contact, body position,
gestures, etc.
o participant uses silence effectively
o participant refrains from judging, premature problem solving and stereotyping, making
decisions for learner
Unit B. Learner Confidence and Self-esteem, Barriers to Learning, Support Services and
Crisis Intervention
B.1. Develop strategies to enhance learner confidence and self esteem

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 You will demonstrate your competence:
o in a written log of classroom interactions or using two student interviews
o in an action plan based on data gathered
Your performance will be successful when:
o action plan identifies instructor behaviors that enhance and diminish learner confidence
and self esteem
o action plan includes self assessment of personal strengths and weaknesses in
enhancing learner confidence and self esteem
o action plan includes strategies to increase use of behaviors which enhance learner
confidence and self esteem
o action plan includes strategies to decrease use of behaviors which diminish learner
confidence and self esteem
B.2. Formulate an action plan for addressing barriers to learning
You will demonstrate your competence:
o in a plan based on a case study or actual student situation
Your performance will be successful when:
o plan describes counter productive and/or atypical learner behaviors
o plan discusses relationship between the behaviors and barriers to academic, career,
and/or personal development issues
o plan analyzes the severity of the situation
o plan selects appropriate options for referral or instructor intervention
o participant defends the intervention selection
B.3. Assist learners in accessing support services
You will demonstrate your competence:
o in a written summary, resource chart, or website list of available resources
o in a referral and analysis based on a case study or actual student situation
Your performance will be successful when:
o summary includes at least five resources
o participant makes one or more actual or simulated referrals
o referral clarifies learner need
o participant details the characteristics of at least two specific disabilities/special needs
o referral includes resources for individuals with disabilities
o referral matches learner need with appropriate resources
o referral is appropriate to institution guidelines
o analysis describes the purpose of the referral to the learner
o analysis describes how the selected support service will help the learner
B.4. Employ crisis intervention strategies
You will demonstrate your competence:
o in a written paper, oral presentation, concept map or other graphic representation of
intervention strategies in response to a case study or actual student situation
Your performance will be successful when:
o response describes use of appropriate crisis intervention strategies in simulated
situations
o response outlines strategies that fall within guidelines of organizational
policies/procedures
o response specifies individuals that could be a resource or active participant in the crisis
intervention

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 o response documents rationale for choice of intervention strategies
o response includes analysis of legal ramifications/responsibilities
Unit C. Career Development, Problem Solving and Legal and Ethical Issues
C.1. Examine instructor role in student career development
You will demonstrate your competence:
o in a learning plan or presentation outline of how you address career development
Your performance will be successful when:
o learning plan/outline details the instructor's role in the career development process both
internally and externally
o learning plan/outline describes exploration of career development resources
o learning plan/outliner includes relevant job market information for traditional and non-
traditional opportunities
o learning plan/outline addresses gender equity issues in the workplace
o learning plan/outline describes career development strategies
C.2. Apply problem solving strategies in resolving conflict
You will demonstrate your competence:
o in a written paper, oral presentation, role play, concept map or other graphic
representation in response to a case study or actual situation
Your performance will be successful when:
o response describes a conflict
o response examines two or more points of view and the reasoning behind them
o response specifies a problem solving process for the specific situation
o response justifies the selection of a particular problem solving process
o response is in alignment with applicable laws and college policies
C.3. Analyze the legal and ethical implications of the instructor's role in guidance and
counseling
You will demonstrate your competence:
o in a written paper, oral presentation, role play, concept map or other graphic
representation illustrating how you would apply ethical and legal guidelines to a classroom
situation or environment
Your performance will be successful when:
o analysis describes a classroom situation/environment that illustrate legal or ethical
concerns
o analysis applies FERPA laws to selected student situations
o analysis describes how ADA and Section 504 of the Rehabilitation Act of 1973 applies
to the situation
o analysis includes instructor's role in managing ethical issue
o analysis identifies behavior and/or interventions that are consistent with the law

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