Amy G Sparkman
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I hold a bachelor’s degree in secondary education/business administration from Baylor University and a master’s degree in education from Sam Houston State University. Having taught for more than 20 years, I am an experienced teacher who is excited to take on the position of school counselor. After earning my master's degree in school counseling from Liberty University in December 2024, I have 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:
- Academic Guidance: Supporting pupils in establishing learning objectives and conquering obstacles in the classroom.
- Career Exploration: Provide advice on education and career routes.
- Social-Emotional Support: Establishing a secure environment where pupils may communicate their emotions and learn coping mechanisms.
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. Expected graduation: 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
TEACHER, Somerset Canyons Academy, Boynton Beach, FL (August 2023-Present)
- Taught Middle School Math – 7th Grade Math, 8th 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 (7th Grade Math and 8th 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 – 6th Grade Advanced Math, 7th Grade Advanced Math, 8th 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 (6th-8th 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).
- 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 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
- 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
- Part 1: Research Paper
- 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
- KPI 5 (2.F.5). Students will demonstrate the skills necessary to establish and build a therapeutic relationship and will form a
- 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
- 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
- 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 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 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 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 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 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.
- 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.
- Case Conceptualization and Treatment Plan
- Final Pre-AIA
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