1

Pamela Downing Practicum

Pages 2-3: Mission/Philosophy Pages 4-9: Direct and Indirect Hours Pages 10-17: Lesson Plans Page 18: Resume

White Plains High School School Counseling Philosophy (as is) Guidance is a comprehensive and integral part of the student's educational process. It is designed to help students with their educational, vocational and social development. The Guidance Department at White Plains High School provides guidance and counseling services to all students from the time that they enter the high school until graduation. Guidance is a service function, which includes a series of, planned and informal activities designed to assist students to understand themselves better, to cope with the normal problems associated with growing up, and to become contributing citizens. The goal of our program is to meet the individual needs of each student and to help achieve a successful high school experience. Guidance and counseling is, however, is more than a program of activities. It is also a relationship that exists between a student and a guidance counselor, the one adult at school who will play a continued and key role during the duration of the student's high school life. From grades nine through twelve, the guidance counselor advises and counsels students about the selection of courses, relationships with teachers and other significant adults, relationships with peers, extra-curricular involvement, career and post-high school planning, coping with pressures, tensions and the day-to-day problems of growing up in a complex, multi-faceted society.

White Plains School Counseling Philosophy (as I would alter it)

The White Plains Counseling Department believes all students should be equipped with the same opportunities to achieve success and become contributing members of society upon graduation. We expect students to acquire knowledge, skills, and self-awareness to: Gain a sense of belonging and connection to the White Plains community Become more active self-advocates Understand and respect diversity The Counseling Department at White Plains High School provides service to all students from the time they enter our halls as freshmen to their departure at graduation. Our counseling department organizes and runs a series of planned and informal activities throughout the school year designed to facilitate students personal growth. The Counseling Department realizes the bumps and bruises that come with adolescence and high school, and we wish to arm our students with the knowledge and skills needed for each to achieve a successful high school experience. We expect our students to identify choices and make responsible decisions, learn to set goals and realize the process it takes to achieve those goals, and be able to community a graduation plan.

3 At its core, counseling is much more than organizing events-it is the relationship between counselor and student. That relationship is fostered from the moment each student steps foot into the counseling office as a freshman. We recognize that, as counselors, we play a continued and, therefore, key role in a students development at White Plains High School. Whether it is course selection, dealings with teachers and adults, relationships with friends, career and post-high school planning, coping with peer pressures, and day-to-day problems, the counselors door is always open, so feel free to stop on by!

Mission Statement of White Plains City School District: The mission of the White Plains City School District is to educate and inspire all students, while nurturing their dreams, so they learn continually, think critically, pursue their aspirations and contribute to a diverse and dynamic world.

Appendix G

LEHMAN COLLEGE of the City University of New York Department of Counseling, Leadership, Literacy, & Special Education Graduate Program in Counselor Education SCHOOL COUNSELOR TRAINEE TIME LOG Name of Counselor Trainee: Pamela Downing Semester __Sp.______ Year __2011________ Site of Practicum: White Plains High School, 550 North Street, White Plains NY 10605 Directions: Keep an accurate record of all group counseling, individual counseling, consultation, developmental school counseling lessons, and specific consultation projects focused on school counseling program foundation, management and accountability tasks/artifacts. Additional indirect services such as workshops provided to parents/guardians/educators, professional development and team meetings and supervision sessions/consultations/phone contacts, etc. may also be recorded during the semester at your practicum/internship site. Turn this record in to your professor. At the end of the semester the site supervisor and the school counselor trainee sign off on the form and return it to the faculty instructor. Use additional sheets as needed. Make sure you and your site supervisor have signed and dated each page of this form. Ten hours minimum for pre-Practicum; for Practicum a minimum of 40 hours direct service minimum and 60 hours indirect or collateral service; for Internship a minimum of 240 hours direct service (120 hours each semester) and 360 hours (180 hours each semester) indirect or collateral service hours.

Individual: 2/10/2011 2/17 3/1

TOPIC: Introductions (Student A) Introductions (Students B, C) Introduction (Student D)

# OF DIRECT CONTACT: 30 minutes 80 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes

College and Beyond (Student A) 3/3 3/8 3/10 Self Evaluation (Student B) College and Beyond (Student C) Self Evaluation (Student D) Adjusting to HS (Student B) 3/15 Adjusting to HS (Student D)

The ABCs of Financial Aid (A) 3/24 Stress Management (B) Stress Management (D) 3/31 4/5 4/7 The ABCs of Financial Aid (C) Friendship (B) Friendship (D) Be Vocal! Its Your Education (A) 4/14 4/26 4/28 5/3 5/5 5/10 5/12 Be Vocal! Its Your Education (C) Self Esteem (B) Self Esteem (D)

40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes

Start of Closure/Summer Plans (A,C) 80 minutes Start of Closure/Summer Plans (B, D) 80 minutes Closure/Best Moments/Transition (B,D) Closure/Best Moments/Transition (A,C) 80 minutes 80 minutes

TOTAL MINUTES FOR DIRECT INDIVIDUAL: 1110 minutes= 18.5 hrs

Group: 2/17 3/1 3/8

TOPIC: Brief Introduction (9)

# OF DIRECT CONTACT: 15 minutes 40 minutes 40 minutes 40 minutes 40 minutes

Introduction Cont..Hopes/Dreams (9) Intro/Learning Styles (ESOL group) Women Appreciation (9)

3/24

Values and Decision Making (ESOL)

Marijuana: The Gateway Drug (9)

40 minutes

3/31

Closure/Goal Setting (ESOL) Substance Abuse and Addiction (9)

40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes

4/5 4/7 4/12 4/14 4/26 4/28 5/3 5/5 5/10 5/12

Saying NO! (9) Mean Girls (9) Violence in Schools (9) Diversity within A School Social Media and You Organization and Management The Masks We Wear Trust: In Friendships and Family Closing/Peer Mediation Closing/Summer and Beyond

TOTAL MINUTES FOR DIRECT GROUP: 695 minutes=11.5 hrs

Lessons: 3/1 3/10 3/14

TOPIC:

# OF DIRECT CONTACT:

Graduation Requirements (11) 40 minutes Future Planning (9) Future Planning (9) Future Planning (9) 40 minutes 40 minutes 40 minutes

3/24

Graduation Requirements (11) 80 minutes

3/31

Options Post-HS (10th) Senioritis (12)

40 minutes 40 minutes 80 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes 40 minutes

4/7 4/12 4/14 4/26 4/28 5/3 5/5 5/12

Options Post-HS (11) Options Post HS (11) Respecting Your Teachers (9) Stress Management (10) Problem Solving (10) Study Skills (9) Study Skills (9) Study Skills (9)

TOTAL MINUTES FOR DIRECT LESSONS: 680 minutes=11.3 hrs

INDIVIDUAL GROUP LESSONS

18.5 11.5 11.3

TOTAL DIRECT: 41.3

DATE 1/31 2/7

TOPIC:

# OF INDIRECT CONTACT: 2 hrs 2 hrs 2 hrs 1 hr 4 hrs 2 hrs 2 hrs 1 hr 3 hrs 3 hrs 1 hr 2 hrs 2 hrs 4 hrs 1 hr 4 hrs 2 hrs 2 hrs 1 hr

First Site Visit/Organize Schedule Program Audit Work on Lesson Plans

2/17

Program Audit/attend IEP meeting Mission/Philosophy

2/21

Crosswalk/Audit Explore WPHS Website

2/22 2/23 3/1

Crosswalk/Mission/Philosophy Lesson Plans Mission Statement/ASCA Model Attend staff meeting Lesson Plans Action Plan

3/10

Work on Mission/Philosophy Lesson Plans

3/14

Action Plans/IEP meetings Lesson Plans

3/24

Work on Mission/Philosophy Crosswalk

Lesson Plans 3/31 Program Audit IEP meeting 4/7 Program Audit Staff Meeting 5/10 Artifacts

3 hrs 3 hrs 1 hr 1 hr 1 hr 7 hrs

TOTAL INDIRECT: 67 hours

TOTAL DIRECT: TOTAL INDIRECT:

41.3 67

TOTAL PRACTICUM HOURS: 108.3

10

ACADEMIC DEVELOPMENT DOMAIN: GROUP LESSON PLAN Name of the lesson: Organization and Time Management Target Population: 6 9TH grade students, all Emerging Scholars (honors) Ages 13-14 Mixed gender Mostly female, with Hispanic, African-American and Jamaican ethnicities Materials: Markers Dry erase markers Board paper for group rules 6-7 stress cubes Objectives: The goal of this lesson is to understand how organizational skills and time management contribute to overall student achievement and success Outcomes: Students will be able to Identify group rules and guidelines to follow when students are in group Establish and build rapport with their fellow peers Demonstrate knowledge of confidentiality and its limitations Inspect and classify ways of organizing their school assignments, classes, and each subject area through the use of planners and binders Examine and recognize obstacles/distractions outside of school that prevent each student from being successful in school Find strategies to balance school, after-school activities, sports, hobbies, and so on ASCA Standards: Academic Domain A:A2.2 demonstrate how effort and persistence positively affect learning Time Required: 40 minutes Instructions: 1) Refresh the group on the rules and confidentiality. 2) Briefly go over the topic and agenda.

11 3) Start with the Throwing Balls icebreaker. Have students sit in a circle. Explain that facilitators are going to throw a ball to each other. The ball will be thrown in a circle where each student will catch and throw the ball to the person next to them. After the ball goes around 1 time with 1 ball, have students throw the ball again in a circle the second time, but tell them that the facilitators want the process to go faster. See if the group can catch and throw with 2 balls, then start introducing more and more balls into the circle. It is important for student to throw the ball to the same person each time and that they cannot drop the ball. a. Discuss with students the following questions: Was this activity easier with one ball or with more than one? Why? How did you have to change your strategy when there was more than 1 ball thrown? Tell the students that when there are lots of balls being thrown, we have to concentrate on one thing at a time or we will miss a ball. b. Explain to the students that instead of watching everyone, we must watch the person who is throwing the ball to us and the person we are throwing it to. Ask students and elicit responses to the following questions: How does this activity of throwing balls relate to life? School? Classes? c. The purpose of this icebreaker is for students to understand that it can be difficult to balance everything out when there are so many things going on in their life. It can be stressful, but students must find strategies to cope and balance out their life 4) Next, the Organizers activity will entail little preparation before group starts. Write list 1 and 2 on the board and make sure to cover with a big piece of board paper. Uncover list 1 and read each item. Re-cover list 1. After 45 seconds, have students write as many words as they can remember. Uncover list 2 and do the same. Ask students which list they remembered more from and why. Ask students which list was easier to remember and elicit responses from students. Ask them how this applies to organization in class and school. 5) Conclusion and Most Powerful Learning Experience of the Group

DATA ASSESSMENT: 100% of group will receive the 40 minute lesson plan in March. PERCEPTION DATA: 100% of students will participate in the Throwing Balls activity and 95% will participate in the Organizers activity. RESULTS DATA: 70% will begin to think about their time differently. 60% will begin to use a planner on a more regular basis.

REFERENCES: http://www.CESCaL.org

12

CAREER DEVELOPMENT DOMAIN: ACADEMIC LESSON PLAN (IN CLASSROOM)

Name of the lesson: Countdown to College Target Population: All ninth grade students. The presentation will take place during Social Studies classes. Ages 12-14 (freshmen) Mixed gender, multiple ethnicities

Materials: Computer access and projector (for Power Point accessibility) Objectives: The goal of this lesson is for students to understand the relationship between personal qualities, education, training and the world of work. By presenting middle school students with the facts regarding post-secondary education, the study habits that should be implemented in high school, and general academic tips, the message is that all students should not only graduate high school, but have the option and knowledge needed to attend a college or university. The presentation is collaborative with the students, whose participation is crucial. Through questions and exercises, we ask students to self-search during which, they are encouraged to think about their futures. Outcomes: Students will be able to: Understand the relationship between personal values and education Examine their personal goals and aspirations Learn basic college lingo (SAT, ACT, Bachelor Degree, Associate Degree) ASCA Standards: Career Development Domain Standard C: Students will understand the relationship between personal qualities, education, training and the world of work. C:C1: Acquire knowledge to achieve career goals C:C1.3: Identify personal preferences and interests influencing career choice and success Details:

13 Introduce myself, and give a brief outline on the topic and why Im here to discuss college and careers. Begin the Power Point. This presentation is interactive, with the PowerPoint serving as a backdrop to the actual discussion. o 20/20 Activity: In this activity, I ask students to close their eyes and imagine their lives in 10 years. After counting down from 10, I ask students to share their goals/aspirations and where they will be in 10 years. During the PowerPoint, specifically slide 14, I detail the Holland theory and pass around the Holland handout. o Holland Theory activity: The different Holland Personality types are explained, and then a question is posed to the students, if you were at a party, what Personality Type would you like to talk with, and why?

DESCRIPTION OF CONTENT: Slideshow. See attached PowerPoint. DATA ASSESSMENT: 100% of 9th grade Emerging Scholar Student will receive the 40 minute lesson plan in September. Teachers are welcome to be active in the conversation. PERCEPTION DATA: 100% of students will be quiet and observe the presentation. 70% of the class will participate in the discussions held during the presentation. RESULTS DATA: 75% will take some of the information given during the PowerPoint and apply it to their academic lives. 60% will follow up and research careers after the presentation. References: http://www.psu.edu/dus/students/Holland.pdf

14

PERSONAL SOCIAL DEVELOPMENTAL DOMAIN: INDIVIDUAL LESSON PLAN Name of Lesson: Ducks Best Friends Target Population: One freshman student (Can also be modified and applied to a senior in high school who plans on living on a campus) Handout of Ducks Best Friends Pen

Materials:

Objectives: The goal of this lesson is to evaluate the effects and consequences of ones actions.

Outcomes: Students will be able to Reflect on whether or not they have been in a similar situation o If so, which character did they relate most to? Why? Be more sympathetic to others that might not fit in Understand people come in many shapes, sizes, personalities, and everyone has problems/their own issues going on that might not be obvious to everyone Standard B: Students will make decisions, set goals and take necessary action to achieve goals. Competency B1 Self Knowledge Application PS:B1:2 understand consequences of decisions and choices

ASCA Standards: Personal Social Domain

Details: 1. Distribute Ducks Story and have student read it outloud. 2. Say to the group: Scientists have studied friends and friendships y surveying many, many people. Here are some things they have learned:

15 a. Most people dont suddenly decide to be friends. Friendships grow. b. Being able to share ideas and feelings is important between friends. c. Friends trust each other. People say friends are loyal and dont talk about each other in a bad way. d. Friends feel good being together and so often seek each other out. e. Real friends dont care what you wear, or whether you are good at soccer, etc.; they care about the kind of person you are. f. Separation doesnt end a friendship people can be apart for years and when reunited, still be friends. g. People who have good friends are usually happier and healthier than people who do not have friends. h. The younger you are the more likely you are to be influenced by a friend. 3. Begin a conversation with the student. Some topics/questions are found below: a. Why is it hard for a single member of a group to go against the actions of the group? b. What is peer pressure? c. How can a person so what he or she believes is right and still have friends? d. Is it necessary to conform to be liked or popular? e. If a group you are with is doing something that you want no part of, how should you handle it? References: https://schoolcounselor.groupsite.com/file_cabinet Ducks Best Friends by Ann-Marie Drozd BANG! The classroom door hit hard against the wall. Books flew into the room and dropped to the floor. Then a teenager followed the books into the room. He fell to the floor, too, - with a thud! The seated students laughed. From the back of the room a voice called, Its Dan the Duck! Yeah, added another voice, Old duck-foot Dan has done it again! The face of the young man on the floor turned red. But he smiled and picked himself up. He knew the other kids liked to tease and joke around him. But he didnt mind. They are my friends, he told himself.

16 At the end of the class the teenagers moved out into the hall. As one group walked along, they heard a voice behind them. Hey, gang. Wait up! Oh, no, said Rah. Lets have some fun with him. The group watched as Dan walked ducklike down the hall toward them. Hi, gang, Dan said after catching up. Thanks for waiting. Think nothing of it, Duck. We loved watching you fall in today, said Ray. Great show. Youre getting better and better. Dans face turned red. I know, he said. I lost my footing. Couldnt happen to a nicer boy, Karen added with a laugh. Say, have you ever thought of trying out for the swim team? Ducks do great in water. Dan smiled, I cant swim. A duck that cant swim! Said Karen. That made everyone laugh even louder. But Dan didnt mind the teasing. Friends always tease each other, he thought. You dont have to swim to be on the basketball team, Duck, said Ray. Why not try out for that? Sure, Duck, added Jerry, we could use you. We need someone to go after runaway balls. My dog used to but he broke his leg. The group roared with laughter again. Dodo you all want to come over to my house? Dan asked. I have some great new records and lots of stuff to eat. My brother Jake is picking me up and Uhthanks, Duck said Jerry, looking for a way out. But Ray and I haveuhbasketball practice. And Karen and I said we would stay and watch, added Carla. Well, OKsure! OK! said Dan. See you Monday, gang. After Duck left, Ray turned to Carla. Dont you have to go right home, Carla? he asked. I do, but so what? Carla said. There is no basketball practice either. You were lying, too. Maybe you should have gone, Carla, Jerry teased. You could have gone in the car with Duck and Jake. You know that his brother is good-looking. Sure, said Carla. Ducks brother is all right! But who wants to be seen with a creep like Duck? Besides, said Karen, Duck would trip you before you got to the car door. The four laughed louder than ever. Later the four headed for Rays house. By the time they got there, they had forgotten about Duck. No one ever saw him on weekends. But when classes began the following Monday, Ray saw that Duck was not in his seat. Wheres Duck? Ray asked Jerry. Isnt it time for his act?

17 Havent seen him yet, Jerry answered. But hell be here. I saw his brothers car parked outside of school. Duck will drop in any minute now, said Carla with a laugh. Watch the door, said Karen. The show is about to start. The classroom door did open. And a young man walked in. His arms were filled with books. Wow! Its Jake, Karen said to Carla. He is beautiful! For a while Jake and the teacher talked quietly. Then Jake turned to face the waiting class. Dan wont be Jake began. His voice cracked then stopped. Everyone could see the tears in his eyes. After a few seconds he began to talk again. Dan had this sickness, Jake said. He didnt want anyone to know to feel sorry for him. But I know all of you could tell. He had such a hard time walking. :But Dan always had good friends at this school. You, Carla and Ray and Jerry and you, Karen. He was always talking about all of you. He said you teased him a lot. But he knew you really liked him. So I just wanted to come here and thank you forunderstanding. Then Jake was gone. The room was quiet for a long time after Jake left. Ducks four friends sat looking at the floor. Their faces were bright red. Tears ran down their faces. Everyone knew. Everyone knew all about how Karen and Ray and Carla and Jerry had been DUCKS BEST FRIENDS.

18

30 Gateway Road apt. 102n Cell 9 1 4 4 6 2 1 4 4 2 PAMELA C. DOWNING EXPERIENCE ADMISSION COUNSELOR, THE CITY UNIVERSITY OF NEW YORK NEW YORK, NY OCT. 2008 PRESENT Recruit in Westchester, Putnam, Duchess and Orange counties. This includes presentations, private visits and college fairs Educate persons on the CUNY schools, programs, majors Advise students regarding the application process, necessary steps needed to complete an application Counsel applicants, both freshmen and transfer PROFESSIONAL DEVELOPMENT Member of WPRCA Member of American School Counselor Association NYSACAC Summer Institute Graduate (2009) Attended NYSACAC Summer Conference 2009, 2010 INTERN, CAPE COD MUSEUM OF ART, DENNIS, MA. AUGUST 2007, MAY -AUGUST 2006 Curated Rachel Kaufman exhibit Co-curated exhibits with Curator Michael Giaquinto Contributed essay for catalogue regarding Howard Gibbs exhibition Wrote essay on Anne Packard, featured at her exhibit opening INTERN, IRISH ARCHITECTURAL ARCHIVES DUBLIN, IE. JANUARY -APRIL 2007 Catalogued and reorganized newspaper articles to complement new filing system Catalogued architect Michael Scotts archives into Excel for public access Archived and organized rolls of architectural drawings Sorted postcards; researched contents, results catalogued and entered into the computer system INDEPENDENT RESEARCH, ITHACA COLLEGE ITHACA, NY. FALL 2005 Located and published digital images of buildings for Architecture courses for Professor Iaanocone STAFF WRITER, ITHACAN NEWSPAPER ITHACA, NY. FA LL 2004 MEMBER, ART HISTORY CLUB ITHACA, NY. FALL 2006, FALL 2007 FUNDRAISER, LEUKEMIA AND LYMPHOMA SOCIETY JANUARY-JUNE 2008 Raised $4,200 and participated in San Diegos Rock and Roll Marathon with Team in Training. PRESENTER, JAMES WHALEN SYMPOSIUM ITHACA, NY. APRIL 8, 2008 Nominated by Professor Brcak to present a project on adaptive re-used of local landmark tel 9 1 4 4 2 3 2 9 6 8 Yonkers, NY 10703 email pdowning86@gmail.com

19

EDUCATION Lehman College of The City University of New York, Bronx NY Ms. Ed, Counselor Education (2013) Ithaca College, Ithaca NY BA in Art History, Architecture Concentration (2008) Minor in English SKILLS Microsoft Word, Microsoft Excel, Microsoft Works, Adobe Photoshop, Mac qualified, Powerpoint,