Information Package / Course Catalogue
| Course Code | : PDR514 |
| Course Type | : Area Elective |
| Couse Group | : Second Cycle (Master's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
In this course students will acquire knowledge and skills that are important for effective leadership and direction of K-12 school guidance counseling programs. The course is primarily intended for students who are preparing to be Guidance Directors and/or Supervisors in public schools.
History of guidance in schools, Developmental psychological foundations of guidance services, Effective schools, and school culture and climate, Models for leadership in schools, school guidance program delivery system, Comprehensive developmental guidance, Evidence-based guidance ınterventions, Technology-assisted school guidance, School guidance program management, Measuring student outcomes, Developmental and administrative supervision processes, School counselor performance evaluation, School counseling program facilities and budget, School guidance program accountability, Review of school guidance counseling outcome research, Program evaluation methods and procedures.
| 1. | Students will come to understand the history, philosophy and human growth and development foundations of school guidance counseling and be able to describe how these foundations shape modern guidance programs. |
| 2. | Students will understand the critical features and the strengths and limitations of Comprehensive Developmental Counseling. |
| 3. | Students will understand models of leadership, the characteristics of effective schools, the critical features of school climate/culture that promote student learning and achievement, and approaches to designing, implementing and leading an effective school-based program. |
| 4. | Students will learn how to develop and implement systems to measure needs assess school culture and climate, measure student outcomes in academic, career/vocational and social/personal domains. |
| 5. | Students will learn how to develop and manage guidance budgets and demonstrate the connection between the budget and student outcomes. |
| 6. | Students will learn about the physical requirements and staffing patterns required for effective guidance programs. |
| 1. | Erkan S. (2002). Okul Rehberlik Programlarının Hazırlanması. Nobel Yayınları: Ankara. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Project | 1 | %60 |
| Midterm Examination | 1 | %40 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 3 | 3 | 84 |
| Project | 1 | 11 | 3 | 14 |
| Midterm Examination | 1 | 10 | 3 | 13 |
| Final Examination | 1 | 10 | 4 | 14 |
| TOTAL WORKLOAD (hours) | 125 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | PÇ-13 | |
OÇ-1 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 |
OÇ-2 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 |
OÇ-3 | 5 | 5 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 |
OÇ-4 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 |
OÇ-5 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 |
OÇ-6 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 4 |