My Bio: Amy G Sparkman

I hold a bachelor’s degree in secondary education/business administration from Baylor University, a master’s degree in education from Sam Houston State University, and a master's degree in School Counseling from Liberty University.  Having taught for more than 20 years, I am an experienced teacher who is excited to take on the position of school counselor, with a strong interest in fostering the intellectual, social, and emotional development of students.

Professional Highlights:

• Teaching Background: Having taught in China, Panama, Dominican Republic, Texas, and Florida I can use my teaching background to establish a rapport with kids and understand their individual needs.
• Florida State: Devoted to attending to the unique requirements of families and students in Florida.
• Master’s Degree: Well-versed in evidence-based procedures and the most recent counseling strategies.

Core Functions/Commitments:

1. Academic Guidance: Supporting pupils in establishing learning objectives and conquering obstacles in the classroom.
2. Career Exploration: Provide advice on education and career routes.
3. Social-Emotional Support: Establishing a secure environment where pupils may communicate their emotions and learn coping mechanisms.

Resume & CV: Amy G Sparkman

AMY GENENE SPARKMAN

832-840-1631 - amy.sparkman@outlook.com - www.linkedin.com/in/amy-sparkman

• Certified school counselor with more than 20 years of experience teaching. 
• Highly regarded for helping kids of all ages with job growth, academic success, and social behavior. 
• Qualified with a B.S.Ed. in secondary education, an M.Ed. in curriculum development, and an M.Ed. in school counseling. 
• Recognized for the skills of connecting with kids and working with teachers, parents, and management to create useful support networks. 
• Qualified to assist students in reaching their best potential by using people skills and passion to support them.

PROFESSIONAL SKILLS

• Familiar with the ASCA National Model.
• Cognitive behavioral therapy
• Active listening
• Interpersonal skills
• Knowledge of college application processes
• Problem-solving
• Analytical thinking
• Organization
• Leadership
• Empathy
• Administrative tasks

EDUCATION 

Master of Education in School Counseling

Liberty University, Lynchburg, VA.                 Graduated: December 2024

• Member of ASCA (American School Counseling Association
• Member of FSCA (Florida School Counseling Association)
• GPA: 4.0

Master of Education in Comparative and Global Education                                    .

Sam Houston State University, Huntsville, TX.     Graduated: August 2019

• Member of Kappa Delta Pi (National Education Society), GPA: 4.0

Bachelor of Science in Secondary Education and Business Administration

Baylor University, Waco, TX.                           Graduated: December 1987

• Member of Alpha Delta Pi,
• Board member of Student Activities Board
• Young Life Volunteer

EXPERIENCE

SCHOOL COUNSELOR, Oak Creek Charter School, Bonita Springs, FL (July 2024-Present)

• Worked as School Counselor for K-8 Charter School with 700 students
• Led Social-Emotional small groups and classroom lessons
• Counseled and mentored students
• Equity Coordinator over all 504 plans and accommodation implementation

TEACHER, Somerset Canyons Academy, Boynton Beach, FL (August 2023-July 2024)

• Taught Middle School Math – 7^th Grade Math, 8^th Grade Pre-Algebra, and High School Algebra 1 Intensive Math.
• NJHS (National Junior Honor Society) Advisor

TEACHER, Franklin Academy Boynton Beach, FL (July 2021-July 2023)

• Taught Middle School Math (7^th Grade Math and 8^th Grade Pre-Algebra).

TEACHER, Palm Beach Preparatory Charter Academy, Palm Springs, FL (January 2020-June 2021)

• Taught High School level at-risk students in an alternative school setting, focusing primarily on Mathematics (Algebra and Geometry).
• Worked part of that time remotely, during and after the school Covid shutdown.

TEACHER, Palms West Charter School, Royal Palm Beach, FL (August 2018-January 2020)

• Taught Middle School Math – 6^th Grade Advanced Math, 7^th Grade Advanced Math, 8^th Grade Pre-Algebra.
• Chi Alpha Mu (Middle School Math Club) advisor

PROGRAM ADMINISTRATOR, Huntington Learning Center, Spring, TX (May 2018-August 2018)

• Oversaw the daily operations of the learning center.
• Supervised scheduling, and meetings.
• Performed monthly teacher evaluations.
• Organized, and maintained records.
• Tutored students as needed.

TEACHER, The Ashton School, Santo Domingo, Dominican Republic (August 2017-February 2018)

• Taught Middle School Math - Pre-Algebra and Algebra 1.

TEACHER, Magen David Academy, Panama Pacifico, Panamá (August 2016-June 2017)

• Taught Middle School (6^th-8^th grade) Math.

CERTIFICATIONS/AFFILIATIONS

• School Counseling, Middle School Mathematics (grades 6-9), Secondary, Business Administration, Elementary Comprehensive, ESL certified, and Clinical Educator Certified in the State of Florida.
• Secondary, Business Administration, Elementary Comprehensive, and ESL certified in the State of Texas.
• ASCA (American School Counseling Association)
• FSCA (Florida School Counseling Association)
• Kappa Delta Pi (International Honor Society in Education).

241202074344_Amy_Resume_September_2024.docx (.docx) 0.03mb

Goals (Personal & Professional): Amy G Sparkman
-Professional Growth Essay 240305114942_Worldview_Reflective_Essay_2_Amy_Sparkman.docx (.docx) 0.04mb

Reflective Journal: Amy G Sparkman
-Worldview Essay 240305114833_Worldview_Reflective_Essay_1_Amy_Sparkman.docx (.docx) 0.04mb

Competency Assessments: Amy G Sparkman
School counselors are required to adhere to the ACA Code of Ethics and the ASCA Ethical Standards for School Counselors, as well as the rules and regulations of their respective state and federal legislation. Comprehending and being aware of these standards, rules, and regulations are crucial to a counselor's professional standards. This task facilitated my acquaintance with the ethical decision-making model, ACA Code of Ethics, ASCA Ethical Standards for School Counselors, state laws, regulations, and federal legislation. I acquired the knowledge and skills to effectively use ethical principles and legal regulations in typical ethical situations. Benchmark Ethical Vignette Paper Assignment (.pdf) 0.14mb

Competency Assessments: Amy G Sparkman
Individual counseling is direct assistance provided to students by school counselors inside educational institutions. School counselors must take into account certain factors that pertain to their professional responsibilities while providing counseling services to students within an educational setting. These considerations must be in accordance with the Ethical Standards of the American School Counselor Association, as well as the criteria set by the state and regulations of the district.  This assignment helped me consider each of these factors while creating a plan to work directly with a student over a period of several weeks. Practicum Benchmark Case Conceptualization & Counseling Services Plan (.docx) 0.05mb

Competency Assessments: Amy G Sparkman
School counselors are ethically obligated to address the different needs of students and should possess a thorough understanding of multicultural matters. This is to guarantee that students and their families have access to interventions that are culturally appropriate, including transition programs. By educating students, staff, and families on how to appreciate and accept the unique needs of others, we may create a more supportive and inclusive environment. This, in turn, enhances the accessibility of postsecondary possibilities for all students. The "Honoring Diversity and Transition" program presentation, completed in COUC611 - Counseling Children and Adolescents in School gave me a chance to demonstrate my understanding of diversity and how I would present this understanding to various stakeholders. Benchmark Honoring Diversity and Transition program presentation (.pptx) 3.07mb

Competency Assessments: Amy G Sparkman
When school counselors are choosing evaluation instruments and techniques, they need to appraise the tools based on many variables. The test manual is the main source of evaluative information for the majority of published formal assessment instruments. Hence, counselors must possess the ability to examine the suitability of using an evaluation completely. In this assignment, I was able to demonstrate my proficiency in using the set criteria used by experts to analyze the suitability of using an assessment. Test Critique assignment (.doc) 0.12mb

Competency Assessments: Amy G Sparkman
School counselors should be aware of the value of scientific research in the specialized disciplines of therapy and counseling. Finding, analyzing, and assessing research and program evaluation papers that support evidence-based practice is crucial, as is placing a strong emphasis on research techniques (designs, statistical analysis, needs assessment, and program evaluation). Relevance to ethics and culture as well as morally sound integration are crucial. This assignment allowed me to share what I had learned and applied in my Research and Evaluation course Present Your Research Assignment (.pdf) 0.28mb

Competency Assessments: Amy G Sparkman
For this Parent-Teacher Presentation Assignment, I had to explain how my school counseling program enhances the academic, career, and social/emotional growth of students while also contributing to their academic success.  In addition, I had to identify and explain advocacy methods and tactics for advancing fair educational practices and inclusive environments in diverse schools. I successfully defined access, attainment, and accomplishment and showed comprehension of the cultural, ethical, economic, legal, and political challenges associated with these concepts. Parent-Teacher Presentation (.pptx) 21.07mb

Competency Assessments: Amy G Sparkman
IEP student evaluations facilitate efficient collaboration among school counselors by identifying student needs, aiding in problem-solving consultation, guiding the implementation of multitiered services, and using psychological and pedagogical concepts.   In this presentation/assignment, I was able to take a student's IEP and evaluate how he is doing and discuss his evaluations and recommendations for further interventions. Case of ZB Parent/Team meeting presentation (.pptx) 12.76mb

Competency Assessments: Amy G Sparkman
A consent form for small group therapy is an essential instrument for school counselors. It guarantees that parents or guardians provide knowledgeable permission for their child's involvement in counseling groups. In addition, it fosters a comprehensive comprehension of the group's objectives, aims, and boundaries regarding confidentiality, so enhancing efficient communication and cooperation among the counselor, students, and families. 240401033943_PsychoEducational_Small_Group_permission_form_informed_consent_Amy_Sparkman.docx (.docx) 0.02mb

Competency Assessments: Amy G Sparkman
These classroom guidance lessons helped with my comprehension of core competencies by directly instructing students in social and emotional skills, working in partnership with instructors, incorporating social and emotional learning principles into various aspects of daily life, and gathering data for pre- and post-evaluation of my students. Classroom guidance unit proposal - Internship 1 (.docx) 0.05mb

Courses Taken: Amy G Sparkman

• Benchmark Ethical Vignette Paper
  • KPI 1 (2.F.1).  Students will identify the counselor’s professional identity and roles and apply ethical standards to each of the counselor’s professional roles and responsibilities
  • F.1.i. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.
• Benchmark Attitudes and Beliefs Reflection Paper
  • KPI 1 (2.F.1).  Students will identify the counselor’s professional identity and roles and apply ethical standards to each of the counselor’s professional roles and responsibilities
  • F.1.i. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.
  • F.1.k. strategies for personal and professional self- evaluation and implications for practice

Benchmark Ethical Vignette Paper and Attitudes and Beliefs Reflection (.pdf) 0.89mb

Courses Taken: Amy G Sparkman

• Benchmark Essay: Addiction & Adolescence Assignment
  • KPI 3 (2.F.3). Students will understand and apply theories and concepts of human development when counseling individuals at all developmental stages across the lifespan. 
  • F.3.a. theories of individual and family development across the lifespan
  • F.3.c. theories of normal and abnormal personality development
  • F.3.d. theories and etiology of addictions and addictive
    behavior
  • F.3.e. biological, neurological, and physiological factors that
    affect human development, functioning, and behavior
  • F.3.f. systemic and environmental factors that affect human
    development, functioning, and behavior
  • F.3.h. a general framework for understanding differing
    abilities and strategies for differentiated interventions
  • F.3.i. ethical and culturally relevant strategies for promoting
    resilience and optimum development and wellness across
    the lifespan
  • SC 2.g Characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders
  • SC 2.i Signs and symptoms of substance abuse in children and adolescents as well as the signs and symptoms of living in a home where substance use occurs
  • SC 3.h Skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement
• Benchmark Essay: Trauma, Development, and Spirituality Assignment
  • KPI 3 (2.F.3). Students will understand and apply theories and concepts of human development when counseling individuals at all developmental stages across the lifespan.
  • F.3.b. theories of learning
  • F.3.c. theories of normal and abnormal personality development
  • F.3.e. biological, neurological, and physiological factors that
    affect human development, functioning, and behavior
  • F.3.f. systemic and environmental factors that affect human
    development, functioning, and behavior
  • F.3.h. a general framework for understanding differing
    abilities and strategies for differentiated interventions
  • F.3.g. effects of crisis, disasters, and trauma on diverse
    individuals across the lifespan
  • F.3.h. a general framework for understanding differing
    abilities and strategies for differentiated interventions
  • F.3.i. ethical and culturally relevant strategies for promoting
    resilience and optimum development and wellness across
    the lifespan
  • SC 2.g Characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders
  • SC 3.h Skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement
• Benchmark Paper: Development Analysis Assignment
  • KPI 3 (2.F.3). Students will understand and apply theories and concepts of human development when counseling individuals at all developmental stages across the lifespan.
  • F.3.a. theories of individual and family development across
    the life span
  • F.3.b. theories of learning
  • F.3.c. theories of normal and abnormal personality development
  • F.3.e. biological, neurological, and physiological factors that
    affect human development, functioning, and behavior
  • F.3.f. systemic and environmental factors that affect human
    development, functioning, and behavior
  • F.3.g. effects of crisis, disasters, and trauma on diverse
    individuals across the lifespan
  • F.3.h. a general framework for understanding differing
    abilities and strategies for differentiated interventions
  • F.3.i. ethical and culturally relevant strategies for promoting
    resilience and optimum development and wellness across
    the lifespan
  • SC 2.g Characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders
  • SC 3.h Skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement

Benchmark Essay: Addiction & Adolescence Assignment Benchmark Essay: Trauma, Development, and Spirituality Assignment Benchmark Paper: Development Analysis Assignment (.pdf) 0.21mb

Courses Taken: Amy G Sparkman

• Cultural Immersion Project
  • Part 1: Research Paper
    • KPI 2 (2.F.2) Students will demonstrate the social and cultural awareness, knowledge, and skills required to work with diverse populations in a culturally sensitive and ethical manner
    • F.2.a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally
  • Part 2: Events Paper
    • KPI 2 (2.F.2) Students will demonstrate the social and cultural awareness, knowledge, and skills required to work with diverse populations in a culturally sensitive and ethical manner
    • F.2.a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally
  • Part 3: Interview Paper
    • KPI 2 (2.F.2) Students will demonstrate the social and cultural awareness, knowledge, and skills required to work with diverse populations in a culturally sensitive and ethical manner
    • SC 2.k community resources and referrals

Cultural Immersion Project Part 1: Research Paper Part 2: Events Paper Part 3: Interview Paper (.pdf) 0.33mb

Courses Taken: Amy G Sparkman

• Benchmark Counseling Skills Assignment
  • KPI 5 (2.F.5). Students will demonstrate the skills necessary to establish and build a therapeutic relationship and will form a
    preliminary theoretical framework when working with the client
  • CMHC 1.b. theories and models related to clinical mental health counseling
  • SC 3.f Techniques of personal/social counseling in school settings
• Benchmark Final Skills Competency Scale (Consultant)
  • KPI 5 (2.F.5). Students will demonstrate the skills necessary to establish and build a therapeutic relationship and will form a preliminary theoretical framework when working with the client
• Benchmark Live Supervision Video Link Assignment
  • KPI 5 (2.F.5). Students will demonstrate the skills necessary to establish and build a therapeutic relationship and will form a preliminary theoretical framework when working with the client
  • CMHC 1.b. theories and models related to clinical mental health counseling

Benchmark Counseling Skills Assignment Benchmark Final Skills Competency Scale (Consultant) Benchmark Live Supervision Video Link Assignment (.pdf) 0.28mb

Courses Taken: Amy G Sparkman

• Professional Theoretical Approach to School Counseling Paper
  • KPI 5 (2.F.5).  Students will demonstrate the skills necessary to establish and build a therapeutic relationship and will form a preliminary theoretical framework when working with the client
  • F.3.a. theories of individual and family development across the life span
  • F.5.a. theories and models of counseling
  • F.5.h developmentally relevant counseling treatment or intervention plans
  • F.5.i. development of measurable outcomes for clients
  • F.5.n. process for aiding students in developing a personal model of counseling
  • SC 3.f Techniques of personal/social counseling in school settings

Professional Theoretical Approach to School Counseling Paper (.docx) 0.05mb

Courses Taken: Amy G Sparkman

• Benchmark Psychoeducational Group Assignment
  • CACREP – II.G.2.d, G.5.b., G.5.d, G.6.a-d; SC A.2, C.1, C.5 Demonstrate knowledge of group dynamics, facilitation, theories, and methods with diverse populations. 
  • CACREP – II.G.1.j, G.5.c, G.7.b, G.7.f; SC: B.1, D.2, F.1, H.2 Demonstrate the ability to provide ethical, legal, and multicultural sensitive group counseling and group assessment to promote the academic, career, and personal/social development of students. 
  • CACREP – II.G.6.e; SC: D.1, D.3, K.3 Design and implement prevention and intervention activities related to student learning and development using group facilitation and participation in small group activities for a minimum of 10 clock hours during this course. 
  • CACREP – II.G.8.a, G.8.b, G.8.d, G.8.e, G.8.f; SC: C.2, G.3, H.3, H.5, I.1-I.5, J.1-J.3 Demonstrate the ability to analyze assessment information to design needs-driven, research-supported, measurable small group programs and evaluate group programs that enhance the academic, career, and personal/social development of students. 
  • CACREP – SC: K.1, K.2, L.1, M.3 Understand the relationship of the school counseling program to the academic mission of the school and conduct programs designed to enhance student academic development and close the achievement gap, and prevent students from dropping out of school. 
• Benchmark Critical Incident Paper Assignment
  • CACREP – II.G.2.d, G.5.b., G.5.d, G.6.a-d; SC A.2, C.1, C.5 Demonstrate knowledge of group dynamics, facilitation, theories, and methods with diverse populations. 
  • CACREP – II.G.1.j, G.5.c, G.7.b, G.7.f; SC: B.1, D.2, F.1, H.2 Demonstrate the ability to provide ethical, legal, and multicultural sensitive group counseling and group assessment to promote the academic, career, and personal/social development of students. 
  • CACREP – II.G.6.e; SC: D.1, D.3, K.3 Design and implement prevention and intervention activities related to student learning and development using group facilitation and participation in small group activities for a minimum of 10 clock hours during this course. 
  • CACREP – II.G.8.a, G.8.b, G.8.d, G.8.e, G.8.f; SC: C.2, G.3, H.3, H.5, I.1-I.5, J.1-J.3 Demonstrate the ability to analyze assessment information to design needs-driven, research-supported, measurable small group programs and evaluate group programs that enhance the academic, career, and personal/social development of students. 
  • CACREP – SC: K.1, K.2, L.1, M.3 Understand the relationship of the school counseling program to the academic mission of the school and conduct programs designed to enhance student academic development and close the achievement gap, and prevent students from dropping out of school. 
  •  

Benchmark Psychoeducation Group Assignment Benchmark Critical Incident Paper Assignment (.pdf) 0.21mb

Courses Taken: Amy G Sparkman
Qualitative and Quantitative Reporting Assignment

• F.8.a. the importance of research in advancing the counseling profession, including how to critique research to inform counseling practice
• F.8.b. Identification of evidence-based counseling practices
• F.8.c. needs assessment
• F.8.d. Development of outcome measures for counseling programs
• F.8.e. Evaluation of counseling interventions and programs
• F.8. f. qualitative, quantitative, and mixed research methods
• F. 8. g. designs used in research and program evaluation
• F. 8. h. statistical methods used in conducting research and program evaluation
• F. 8. i. analysis and use of data in counseling
• F.8. j. ethical and culturally relevant strategies for conducting, interpreting, and reporting the results of research and/or program evaluation
• SC 3.b Design and evaluation of school counseling programs
• SC 3.n Use of accountability data to inform decision-making
• SC 3.o Use of data to advocate for programs and students

Research Proposal Paper

• F.8.a. The importance of research in advancing the counseling profession, including how to critique research to inform counseling practice
• F.8.b. Identification of evidence-based counseling practices
• F.8.c. needs assessment
• F.8.d. development of outcome measures for counseling programs
• F.8.e. evaluation of counseling interventions and programs
• F.8. f. qualitative, quantitative, and mixed research methods
• F. 8. g. designs used in research and program evaluation
• F. 8. h. statistical methods used in conducting research and program evaluation
• F. 8. i. analysis and use of data in counseling
• F.8. j. ethical and culturally relevant strategies for conducting, interpreting, and reporting the results of research and/or program evaluation
• SC 3.b Design and evaluation of school counseling programs
• SC 3.n Use of accountability data to inform decision making
• SC 3.o Use of data to advocate for programs and students

Qualitative & Quantitative Reporting Assignment & Research Proposal Paper (.pdf) 0.34mb

Courses Taken: Amy G Sparkman

• Benchmark Career Self-Assessment and Exploration Paper Assignment
  • F.1.h.  current labor market information relevant to opportunities for practice within the counseling profession
  • F.4.b.  approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors
  • F.4.c.  processes for identifying and using career, avocational, educational, occupational and labor market information resources, technology, and information systems
  • F.4.d. approaches for assessing the conditions of the work environment on clients’ life experiences
  • F.4.e.  strategies for assessing abilities, interests, values, personality and other factors that contribute to career development

  • CACREP – II.G.1.a, 3.h, 4.a, 5.c, 5.d

    SC CACREP- C.1, C.4

    CACREP – II.G.2.a, 2.d, 3.a, 4.d

    SC CACREP-F.4

    CACREP – II.G.4.f, 7.b, 7.f, 7.g

    CACREP SC- G.3, H.1, H.2, H.3, H.4, H.5, L.2

    CACREP – II.G.2.a, 2.d, 3.h, 4.c, 4.e, 4.g, 5.c

    SC CACREP: C.4

• Benchmark Career Development Program Proposal Assignment
  • F.1.h.  current labor market information relevant to opportunities for practice within the counseling profession
  • F.4.b.  approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors
  • F.4.c.  processes for identifying and using career, avocational, educational, occupational and labor market information resources, technology, and information systems
  • F.4.d. approaches for assessing the conditions of the work environment on clients’ life experiences
  • F.4.e.  strategies for assessing abilities, interests, values, personality and other factors that contribute to career development

  • CACREP – II.G.1.a, 3.h, 4.a, 5.c, 5.d

    SC CACREP- C.1, C.4

    CACREP – II.G.2.a, 2.d, 3.a, 4.d

    SC CACREP-F.4

    CACREP – II.G.4.f, 7.b, 7.f, 7.g

    CACREP SC- G.3, H.1, H.2, H.3, H.4, H.5, L.2

    CACREP – II.G.2.a, 2.d, 3.h, 4.c, 4.e, 4.g, 5.c

    SC CACREP: C.4

  •  

Benchmark Career Self-Assessment and Exploration Paper Assignment Benchmark Career Development Program Proposal Assignment (.pdf) 1.32mb

Courses Taken: Amy G Sparkman

• Benchmark Educational Philosophy in Practice Assignment
  • KPI 9 (5.G).  Students will demonstrate the ability to evaluate the roles of a school counselor in defining, managing, delivering, and assessing an ethically sound comprehensive school counseling program that meets the academic, career, and social/ emotional needs of all students
  • F.3.h a general framework for understanding differing abilities and strategies for differentiated interventions
  • 5.G.3.c core curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies
  • 5.G.3.d interventions to promote academic development
  • 5.G.3.k strategies to promote equity in student achievement and college access

Benchmark Educational Philosophy in Practice Assignment (.docx) 0.05mb

Courses Taken: Amy G Sparkman

• Benchmark Comprehensive Child and Adolescent Counseling Assignment
  • CACREP – SC: D.1, H.1 Demonstrate the ability to assess and interpret students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities, and demonstrate self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. 
  • CACREP – 11.G.7b, G.7f, G.7.g, G.8.d, G.8.e; SC: H.2., H.3, 1.3 Identify appropriate, ethical, and culturally sensitive assessment strategies to evaluate student needs and student development as well as counseling services and programs and analyze assessment information and research in a manner that produces valid inferences and applies research to inform evidence-based practices. 
  • CACREP  – II.G.2.c, G.3.h, G.5.a, G.5.c, G.5.d; SC: C.1, C.2, C.3 Demonstrate knowledge of the theories and processes of multicultural counseling and wellness and implement prevention and intervention strategies and programs for helping students identify strengths and cope with environmental and developmental problems. 
  • CACREP – II.G.3.d; SC: A.6, D.3 Recognize factors that influence student development (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression), assessing barriers to personal, social, and academic functioning including the signs and symptoms of substance abuse in children, adolescents, and in the home.
  • CACREP – II.G.3.f., G.3.g; SC: G.1, G.2, H.5 Identify the effects of atypical growth and development, health and wellness, language, ability level, multicultural issues, and factors of resiliency on student learning and development and implement appropriate prevention and intervention programs. 
  • CACREP – II.G.2a, G.2.e, G.2.f; SC: E.2, E.4, F.1 Identify community, environmental and institutional opportunities that enhance and barriers that impede academic, career, and personal/social development of students, including multicultural counseling issues (e.g., ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity). 
  • CACREP – II.G.1.j; SC: B.1, D.5, H.4, N.5 Demonstrate multicultural competencies in relation to student learning and development, diversity, culture, and spiritual and religious beliefs. 
  • CACREP – II.G.1.b, G.1.c, G.3.c., G.5.g; SC: A.7, C.6, D.4, M.7 Describe the function of collaborative models and the school emergency management plan during a crisis and identify the roles, skills, and responsibilities of the school counselor during crises and the potential impact of a crisis, including assessing and managing suicide risk.
  • CACREP – II.G.3.a; SC: C.6, M.7 Demonstrate the ability to apply ethical and legal standards in school counseling including recognition of the candidate’s limitations as a school counselor, seeking supervision, and engaging in appropriate student and family referral and resource delivery. 
  • CACREP – SC: C.4, M.6, N.4 Demonstrate the ability to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling.
  • CACREP – SC: C.6, D.4, G.1, G.2  Demonstrate an understanding, a use, and a coordination of peer programming interventions (e.g., peer meditation, peer mentoring, and peer tutoring) in the school counseling program.

Benchmark Comprehensive Child and Adolescent Counseling Assignment (.doc) 0.11mb

Courses Taken: Amy G Sparkman

• Benchmark Exploring Reliability & Validity Assignment
  • KPI 7 (2.F.7). Students will demonstrate appropriate use of assessment relevant to academic, educational, career, personal, and social development and identify ethical, social, and cultural factors related to assessment
  • KPI 8 (2.F.8). Students will articulate the importance of using research to inform counseling practice; to evaluate and apply research using best practices; and to identify social and cultural implications for interpreting and reporting results
• Interview Assignment
  • KPI 3 (2.F.3). Students will understand and apply theories and concepts of human development when counseling individuals at all developmental stages across the lifespan.
  • KPI 7 (2.F.7). Students will demonstrate appropriate use of assessment relevant to academic, educational, career, personal, and social development and identify ethical, social, and cultural factors related to assessment

Benchmark Exploring Reliability & Validity Assignment Interview Assignment (.pdf) 0.26mb

Courses Taken: Amy G Sparkman

• Benchmark School Counseling Parent-Teacher Presentation Assignment
  • CACREP – II.G.1a; SC: A.1, A.3 Recall history, philosophy, and trends in school counseling and educational systems and the roles, functions, settings, and professional identity of the school counselor in relation to the roles of other personnel in the school. 
  • CACREP – II.G.1f, 1g, 1h; SC: A.4, B.2 Demonstrate the ability to articulate, model, and advocate for an appropriate school counselor identity and program, including professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling.
  • CACREP – SC: A.5, K.1 Recognize the relationship of the school counseling program to the academic mission of schools, including current models of school counseling programs such as the ASCA National Model.
  • CACREP –SC: F.4, M.5, N.1, P.2 Demonstrate multicultural competencies in relation to student learning and development, identity development, self-understanding, diversity, culture and acculturation, and spiritual and religious beliefs.
  • CACREP – II.G.1i, 2a, 2d; SC: E.1, E.2, E.3, F.2, F3, H.5, J.1 Develop school-counseling-related educational programs for use with parents and teachers, engaging parents to promote personal/social, academic, and career development of students and to act on behalf of their children.
  • CACREP – SC: M.1, M.2, M.3 Identify strategies to promote, develop, and enhance effective teamwork within the school and the larger community.

Benchmark School Counseling Parent-Teacher Presentation Assignment (.pdf) 1.22mb

Courses Taken: Amy G Sparkman

• School Counseling Brochure Assignment
• Data Presentation Assignment
  • CACREP – SC: A.2, A.5, B.1, D.1, D.2, D.4, D.5, O.2, O.3, O.4, P.1, P.2 Design, implement, manage, and evaluate an ethical and legal comprehensive developmental school counseling program that includes individual and group counseling classroom guidance to promote the academic, career, and personal/social development of students. 
  • CACREP – SC: C.2, C.4, L.2, M.6, N.4 Design, implement, manage, and evaluate programs and practices that include transitioning, school-to-work, postsecondary planning, peer programming, and college admissions to enhance the academic, career, and personal/social development of students. 
  • CACREP – SC: G.3, H.1, H.2 Identifies various forms assessments and assessment strategy to fit students’ needs and evaluate students’ academic, career, and personal/social development, and assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. 
  • CACREP – SC: I.1, I.5, J.1Demonstrates an understanding of the outcome research data and best practices identified in the school counseling research literature, and how to critically evaluate relevant research and apply research findings to inform the practice of school counseling. 
  • CACREP – SC: H.3, H.5, I.4, J.3 Demonstrates an understanding of current methods of analyzing and using data to inform decision making, accountability (e.g., school improvement plan, school report card), and to enhance school counseling programs; and assesses barriers that impede students’ academic, career, and personal/social development and analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. 
  • CACREP – SC: I.2, I.3, J.2 Develops measurable outcomes for school counseling programs, activities, interventions, and experiences, and knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, models of program evaluation). 
  • CACREP – SC: K.1, K.2, L.1, M.1, M.3Demonstrates an understanding of the relationship of the school counseling program to the academic mission of the school, and conducts programs designed to enhance student academic development, understanding the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. 

School Counseling Brochure Assignment Data Presentation Assignment (.pdf) 6.25mb

Courses Taken: Amy G Sparkman

• Case Conceptualization and School Counseling Treatment Plan
• Final AIA: Internship I

FOUNDATIONS:
Intern cultivates ethical behavior(s) in others. AND/OR Advocates for ethical and legal decision making/policy changes. AND/OR Advocates for appropriate school counselor identity and program. 

(B.1) Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling. AND (B.2) Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program.

DIVERSITY AND ADVOCACY:
Intern cultivates cultural sensitivity in others. AND/OR Evaluates and suggests changes to policies, programs, and/or services that improve equity and opportunity for diverse student academic, career and personal/social development. AND/OR Actively seeks out and develops opportunities to engage stakeholders in student development.

(F.1) Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. AND

(F.2) Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. AND

(F.3) Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. AND

(F.4) Engages parents, guardians, and families to promote the academic, career, and personal/social development of students.

RESEARCH AND EVALUATION:
(J.1) Applies relevant research findings to inform the practice of school counseling. AND (J.2) Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. AND (J.3) Analyzes and uses data (and relevant technology) to enhance school counseling programs.

ACADEMIC DEVELOPMENT:
(L.1) Conducts programs designed to enhance student academic development. AND (L.2) Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. AND (L.3) Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement, (e.g., making use of supportive technologies).

CONSULTATION AND COLLABORATION:
(N.1) Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. AND (N.2) Locates resources in the community that can be used in the school to improve student achievement and success. AND (N.3) Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. AND (N.4) Uses peer helping strategies in the school counseling program. AND (N.5) Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families.

LEADERSHIP:
(P.1) Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. AND (P.2) Plans and  presents school- counseling-related  educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers). 

Case Conceptualization and School Counseling Treatment Plan and Final AIA: Internship I (.pdf) 4.28mb

Courses Taken: Amy G Sparkman

• Case Conceptualization and School Counseling Treatment Plan
• Final AIA: Internship 2

FOUNDATIONS:
Intern cultivates ethical behavior(s) in others. AND/OR Advocates for ethical and legal decision making/policy changes. AND/OR Advocates for appropriate school counselor identity and program. 

(B.1) Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling. AND (B.2) Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program.

COUNSELING PREVENTION AND INTERVENTION:
(D.1) Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. AND (D.2) Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. AND (D.3) Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. AND (D.4) Demonstrates the ability to use procedures for assessing and managing suicide risk. AND (D.5) Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. 

DIVERSITY AND ADVOCACY:
Intern cultivates cultural sensitivity in others. AND/OR Evaluates and suggests changes to policies, programs, and/or services that improve equity and opportunity for diverse student academic, career and personal/social development. AND/OR Actively seeks out and develops opportunities to engage stakeholders in student development.

(F.1) Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. AND

(F.2) Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. AND

(F.3) Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. AND

(F.4) Engages parents, guardians, and families to promote the academic, career, and personal/social development of students.

ASSESSMENT:
(H.1) Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. AND (H.2) Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development. AND (H.3) Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. AND (H.4) Makes appropriate referrals to school and/or community resources. AND (H.5) Assesses barriers that impede students’ academic, career, and personal/social development. 

RESEARCH AND EVALUATION:
(J.1) Applies relevant research findings to inform the practice of school counseling. AND (J.2) Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. AND (J.3) Analyzes and uses data (and relevant technology) to enhance school counseling programs.

ACADEMIC DEVELOPMENT:
(L.1) Conducts programs designed to enhance student academic development. AND (L.2) Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. AND (L.3) Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement, (e.g., making use of supportive technologies).

CONSULTATION AND COLLABORATION:
(N.1) Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. AND (N.2) Locates resources in the community that can be used in the school to improve student achievement and success. AND (N.3) Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. AND (N.4) Uses peer helping strategies in the school counseling program. AND (N.5) Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families.

LEADERSHIP:
(P.1) Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. AND (P.2) Plans and  presents school- counseling-related  educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).

 

Case Conceptualization and School Counseling Treatment Plan and Final AIA: Internship 2 (.pdf) 2.31mb

Courses Taken: Amy G Sparkman

• Case Conceptualization and Treatment Plan
• Final Pre-AIA

FOUNDATIONS:
NASDTEC-MCEE-2015.3.A, NASDTEC-MCEE-2015.4.E, CACREP-SC-2016.5.G.2.n, ISTE-20 2016 (rev).A.1.1.f, NASDTEC-MCEE-2015.1.A, NASDTEC-MCEE-2015.1.B, NASDTEC-MCEE-2015.4.B, NASDTEC-MCEE-2015.4.C, NASDTEC-MCEE-2015.4.D, NASDTEC-MCEEASCA-2019.B-PF.8, ASCA-2019.B-PF.9, CACREP-SC-2016.5.G.1.a, CACREP-SC-2016.5.G.

COUNSELING PREVENTION AND INTERVENTION:
CACREP-SC-2016.5.G.3.f, CACREP-SC-2016.5.G.2.e, CACREP-SC-2016.5.G.2.k, CACREPSC-2016.5.G.3.d, CACREP-SC-2016.5.G.3.b, CACREP-SC-2016.5.G.3.l, ISTE-2017.6.a, 2017.1.c, ISTE-2017.4.d, ISTE-2017.3.a, NASDTEC-MCEE-2015.1.C, NASDTEC-MCEE-2015, ASCA-2019.B-SS.1, ASCA-2019.B-SS.2, ASCA-2019.B-SS.3, ASCA-2019.M.1, ASCA-2019.M 2016.5.G.3.g, CACREP-SC-2016.5.G.3.h, CACREP-SC-2016.5.G.3.i, CACREP-SC-2016.5.G.

DIVERSITY AND ADVOCACY:
NASDTEC-MCEE-2015.3.A, NASDTEC-MCEE-2015.4.E, CACREP-SC-2016.5.G.2.b, CACRE (rev).A.1.1.d, CAEP-2016 (rev).A.1.1.f, ISTE-2017.2.b, ISTE-2017.4.d, NASDTEC-MCEE-201 2015.4.C, NASDTEC-MCEE-2015.4.D, ISTE-2017.3.a, NASDTEC-MCEE-2015.2.C, ASCA-201 2016.5.G.2.a, CACREP-SC-2016.5.G.3.k, CACREP-SC-2016.5.G.1.d, CACREP-SC-2016.5.G

ASSESSMENT:
NASDTEC-MCEE-2015.3.A, CACREP-SC-2016.5.G.1.e, CACREP-SC-2016.5.G.2.k, CACREP 2017.7.b, CAEP-2016 (rev).A.1.1.a, CAEP-2016 (rev).A.1.1.c, CAEP-2016 (rev).A.1.1.d, CAE MCEE-2015.3.B, ASCA-2019.B-PA.1, ASCA-2019.B-PA.2, ASCA-2019.B-PA.3, ASCA-2019. PA.8, ASCA-2019.B-PA.9, CACREP-SC-2016.5.G.2.j, CACREP-SC-2016.5.G.3.n

RESEARCH AND EVALUATION:
CACREP-SC-2016.5.G.3.b, CACREP-SC-2016.5.G.3.o, ISTE-2017.7.c, ISTE-2017.7.a, ISTE-2 (rev).A.1.1.e, CAEP-2016 (rev).A.1.1.b, NASDTEC-MCEE-2015.5.A, NASDTEC-MCEE-2015. ASCA-2019.M.7, ASCA-2019.B-PA.3, ASCA-2019.B-PA.4, ASCA-2019.B-PA.5, CACREP-SC

ACADEMIC DEVELOPMENT:
CACREP-SC-2016.5.G.3.c, CACREP-SC-2016.5.G.3.e, CACREP-SC-2016.5.G.3.d, CACREP 2016.5.G.1.b, CAEP-2016 (rev).A.1.1.d, CAEP-2016 (rev).A.1.1.e, CAEP-2016 (rev).A.1.1.f, I 2015.2.C, ISTE-2017.3.b, ASCA-2019.M.1, ASCA-2019.M.2, ASCA-2019.M.4, ASCA-2019.M.2016.5.G.3.g, CACREP-SC-2016.5.G.3.h, CACREP-SC-2016.5.G.3.i, CACREP-SC-2016.5.G.

COLLABORATION AND CONSULATION:
CACREP-SC-2016.5.G.2.b, CACREP-SC-2016.5.G.2.k, CACREP-SC-2016.5.G.3.m, CACREP 2017.4.b, CAEP-2016 (rev).A.1.1.d, CAEP-2016 (rev).A.1.1.f, ISTE-2017.4.d, NASDTEC-MCEE-2015.4.D, ISTE-2017.4.c, ASCA-2019.B-PA.1, ASCA-2019.B-PA.5, ASCA-2019.B-PA.

LEADERSHIP:
NASDTEC-MCEE-2015.4.E, CACREP-SC-2016.5.G.2.b, CACREP-SC-2016.5.G.3.b, CACREP-SC-2016.5.G.2.f, CAEP-2016 (rev).A.1.1.a, CAEP-2016 (rev).A.1.1.c, CAEP-2016 (rev).A.1.1.f, ISTE-2017.2.b, NASDTEC-MCEE-2015.4.A, NASDTEC-MCEE-2015.4.B, NASDT 2019.B-PF.2, ASCA-2019.B-SS.6, ASCA-2019.M.5, ASCA-2019.M.6, ASCA-2019.B-PF.7, CA
CACREP-SC-2016.5.G.2.d, CACREP-SC-2016.5.G.2.j, CACREP-SC-2016.5.G.3.a
Case Conceptualization and Treatment Plan Final Pre-AIA (.pdf) 0.35mb

Projects: Amy G Sparkman
Practicum Six Session Small Group Program Presentation Practicum Six Session Small Group Program Presentation (.pptx) 0.22mb

Projects: Amy G Sparkman
Internship Classroom Guidance Lesson Presentation Internship Classroom Guidance Lesson Presentation (.pptx) 5.16mb

Projects: Amy G Sparkman
Internship 2 Six Session Small Group Program Presentation Internship 2 Six Session Small Group Program Presentation (.pdf) 1.83mb

Exam History: Amy G Sparkman
School Counselor FTCE Score Report (.jpeg) 0.54mb

Licenses & Certifications: Amy G Sparkman
240315034934_ASCA_membership_Amy_Sparkman_expires_5_25.pdf (.pdf) 0.02mb

Licenses & Certifications: Amy G Sparkman
Behavioral Guidelines: The Use of Seclusion and Restraint Training Certificate (.pdf) 0.16mb

Licenses & Certifications: Amy G Sparkman
Child Abuse and Neglect Recognition and Intervention Training Certificate (.virginia) 0.09mb

Licenses & Certifications: Amy G Sparkman
240315035623_Certificate_of_Completion_Cultural_Competency_Training_Amy_Sparkman.pdf (.pdf) 0.87mb

Licenses & Certifications: Amy G Sparkman
Dyslexia Awareness Training Certificate (.pdf) 0.06mb

Licenses & Certifications: Amy G Sparkman
240419054101_Red_Cross_Certificate_for_First_Aid_CPR_AED_Amy_Sparkman.pdf (.pdf) 0.03mb

Licenses & Certifications: Amy G Sparkman
Schools and Grief: Helping Students Cope with Death Training Certificate (.pdf) 1.72mb

Licenses & Certifications: Amy G Sparkman
Supporting Caregivers of Youth with Substance Use Problems Affected by Trauma Training Certificate (.pdf) 1.72mb

Licenses & Certifications: Amy G Sparkman
Psychological First Aid (PFA) Certificate (.pdf) 1.89mb

Internships: Amy G Sparkman
Field Experience personal Reflection

Prompt #1:
In your own words, summarize how serving in both elementary and secondary schools has contributed to your understanding of the diverse developmental needs of K-12 students, including exceptionalities? What have you learned about how K-12 students differ in their development and approaches to learning? How have you created opportunities that are adapted to diverse learners?

My knowledge of the many developmental requirements of K–12 kids, including those with exceptionalities, has been enhanced by my experience working in both elementary and secondary schools. I've seen that although secondary students gain from instruction in critical thinking and self-advocacy, primary pupils frequently need social-emotional assistance and the development of fundamental skills. I've learned from this experience that K–12 children' cognitive, emotional, and social development phases differ greatly, which affects how they approach learning. I've developed chances to meet these varied demands by using a variety of teaching techniques, customizing training, and integrating technology to accommodate different learning preferences. By emphasizing inclusive methods, I make sure that kids with exceptionalities have the help they require to thrive in a fair educational setting.

Prompt #2:
The Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC) states, “The professional counselor recognizes that the client’s beliefs (or absences of beliefs) about spirituality and/or religion are central to his or her worldview and can influence psychosocial functioning.” How have your field experiences contributed to your understanding of the importance of including K-12students’ religious and spiritual supports, especially if religion and spirituality are valued by the K-12 student?

My field experiences have reinforced the need to integrate religious and spiritual views into therapy for K–12 kids, particularly when these beliefs are essential to their identity and coping strategies. By recognizing and incorporating their religious and spiritual support, I can foster a more welcoming and courteous atmosphere that improves their general well-being and psychosocial functioning. Students feel appreciated and understood with this all-encompassing approach, which eventually promotes a therapeutic counseling experience that is consistent with their own values and beliefs.

Prompt #3

How have your field experiences contributed to your understanding of the importance of including the K-12 student's family, community, and culture as a source of support?

My fieldwork has shown me how important it is to include the family, community, and culture of a K–12 student as sources of support. I have seen that a stable and encouraging atmosphere is created at school when there is a high level of family participation, which promotes school ideals and practices. Involving the community and honoring ethnic origins helps students feel like they belong and validates who they are. The significant influence of a collaborative approach in education is demonstrated by the way these components work together to provide a strong support system that improves the student's academic performance and social-emotional health.

Prompt #4

How has your field experience strengthened your professional identity as a school counselor? What aspects of the school counselor's role, scope of practice, and the referral process have you learned from collaboration and consultation?

Through a deeper knowledge of the nature of school counseling, my field experience has greatly reinforced my professional identity as a school counselor. To promote kids' academic, social, and emotional growth, I've learned how important it is to act as an advocate, mentor, and team player. To ensure that children receive the right assistance, working with educators, parents, and community resources has improved my understanding of the referral process. Working with colleagues has improved my approach to career counseling, crisis intervention, and customized student planning while reaffirming the wide range of practice needed for successful school counseling. Final completed Field Experience Summary (FES) (.pdf) 0.45mb

Continuing Education (CE, CME, CEU...): Amy G Sparkman

Threat Management Training (.pdf) 0.42mb

Continuing Education (CE, CME, CEU...): Amy G Sparkman

Active Assailant Training (.pdf) 0.07mb