COCO 711: Supervision and Administration
HUNTER COLLEGE, CUNY
DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND COUNSELING PROGRAMS
COCO 711, SUPERVISION AND ADMINISTRATION
This course introduces students to the roles of the administrative and clinical supervisors. Students practice supervision methods and techniques, including assessing supervisee developmental level, goal setting, methods of supervisory intervention.
COCO 719 Prerequisite.
• To become acquainted with the clinical supervision literature
• To develop an understanding of developmental models of supervision
• To understand the role of the clinical and administrative supervisor
• To understand supervision interventions
• To enhance one’s self-understanding as it pertains to the practice of supervision
• Students will be able to describe developmental models of supervision
• Students will be able to assess the developmental level of supervises and identify appropriate intervention methods for each developmental level
• Students will demonstrate the ability to give appropriate feedback
• Students will discriminate between the duties of the role of the clinical and administrative supervisor
• Students will be able to utilize peer supervision methods
METHODS OF INSTRUCTION:
Lecture, discussion, small group projects, and skills practice are the methods of instruction used in this class.
Falvey, J. E. (1987). Handbook of Administrative Supervision. Alexandria, VA: AACD.
Borders, L. D. & Leddick, G. R. (1987). Handbook of Counseling Supervision. Alexandria, VA: AACD.
Morrissette, P.J. (2001). Self-supervision: A primer for counselors and helping professionals. NY: Brunner-Routledge
Bernard, J. M. & Goodyear, R. K. (Latest). Fundamentals of Clinical Supervision. Boston: Allyn & Bacon.
I expect that all individuals will be prepared for class, will contribute thoughtful comments, and participate in all class activities. If you miss more than two classes you will be asked to drop the class. Lack of meaningful participation may affect one’s final grade.
Taped Client interviews=10%
Students will be expected to present a recent tape with a corresponding transcript of a client interview for use during this class. Students will be expected to evaluate the tape and transcript. (5%) Students will also be expected to evaluate a tape that demonstrates their counseling skills. (5%)
Journaling is a useful tool for personal and professional growth. Six journal entries will be submitted throughout the semester. (5% for each entry) See attached sheet for format. All entries must be typed. Points will be deducted for late submissions, and no papers will be accepted later than one week past the due date.
Group presentations will be made on topics relevant to supervision. Group members will be asked to evaluate the contribution of each group member. Individuals do not automatically receive the same grade. Individuals who do not “pull their weight” may receive a lower grade than other group members.
This will be a take home examination. The exam must be typed.Grading requirements.
Grades will be calculated as follows:
Graduate Grades that will be assigned:
|90 – 92.4%||=||A-
|87.5 – 89.9%
|82.5 – 87.4%||=||B
|80.0 – 82.4%
|77.5 – 79.9%
|70.0 – 77.4%||=||C
|0 – 69.9%||=||F|
Students will be graded based on the scoring rubric provided. The grades are assigned according to the values published by the Hunter College Graduate catalog.
TENTATIVE SCHEDULE FOR COUNSELING SKILLS AND INTERVIEWING TECHNIQUES
|1||INTRODUCTION TO SUPERVISION|
|2||DEFINITION OF SUPERVISION||F., CHAP 1
B. & L. INTRO
Administrative supervision vs. Clinical supervision
|CHAP 1, COMPLETE SUPERVISORY SELF-EVAL B&L|
|4||SUPERVISION MODELS||F., CHAP 2&3|
|5||SUPERVISION MODELS||B&L. CHAP 2|
|7||INTERVENTIONS||CHAP 4, B&L|
|8||EVALUATION APPROACHES AND ISSUES||CHAP 7|
|13||PRESENTATIONS||CHAP 8, EPILOGUE B&L|
|15||FINAL EXAMINATION||COMPREHENSIVE EXAMINATION|
Expectations for Written Proficiency
Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing Center provides tutoring to students across the curriculum and at all academic levels. For more information, see http://wwc.hunter.cuny.edu. In addition, the Teacher Placement Office in the School of Education offers a writing workshop during the semester and a series of free writing classes are offered to students who are in need of additional support in improving their writing skills. In both cases, stop by room I000 West for information and dates of workshops.
Integrity and Plagiarism
Hunter College has subscribed to the online company, Turnitin.com. Turnitin.com allows faculty to compare student papers with extensive databases of billions of documents in order to detect and verify material that has been plagiarized. In this course, Turnitin.com is used to deter students from plagiarizing material. Please be aware that student papers will be examined from time to time. Students who plagiarize will be punished. “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The college is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”
Statement of Reasonable Accomodation
In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations. For further information and assistance please call (212- 772- 4857)/TTY (212- 650- 3230).