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Descriptors:
Certification; Counseling Psychology; Psychologists; Counselor Training; Counselor Qualifications; Academic Standards; Educational History; State Licensing Boards; Accreditation (Institutions); Specialists; Specialization; Minimum Competencies; Eligibility

Abstract:
Although specialty board certification by the American Board of Professional Psychology (ABPP) has been a valued standard for decades, the vast majority of counseling psychologists do not pursue board certification in the specialty. The present article provides a brief history of board certification in general and some historical information about the history of board certification in counseling psychology specifically. In addition, information about the examination process and some of the advantages of board certification for individuals as well as for the field of counseling psychology are provided. It is the authors' hope that the information provided will invite counseling psychologists across settings to (re)consider becoming board certified. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Assistant Principals; Graduate Students; Credits; Teaching Experience; Instructional Leadership; Principals; Leadership Styles; Gender Differences; Age; Teacher Salaries; Student Attitudes; Administrator Education; Questionnaires; State Licensing Boards; School Districts; Professional Development; Student Recruitment; Academic Persistence

Abstract:
This article reports findings from a study that examined Florida universities' masters-level educational leadership students' intentions to pursue assistant principal positions in relation to demographic and self-assessed leadership characteristics. The study examined the influences that self-assessed leadership behavior, gender, number of credits completed, age, and teaching experience had on respondent intentions as measured by the Leadership Practice Inventory and the Demographics and Intentions Questionnaire. Results found a majority of respondents 83% intend to seek an assistant principal position upon program completion. The study's results also found the majority of graduate students in Florida Educational Leadership programs are female, 64% rated salary had an influence on their decision to go into administration, 14% claimed they do not know when or if they would ever seek an assistant principal position. Results regarding students' intentions to apply for administrative positions can be used to inform state licensure systems, school district leadership academy professional development, and university educational leadership department selection, recruitment, and retention efforts. (Contains 3 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychologists; Psychology; State Licensing Boards; Professional Occupations; Models; State Legislation; Literary Genres; Language Styles

Abstract:
As APA policy, the Model Act for State Licensure of Psychologists serves as a prototype for drafting state legislation regulating the practice of psychology. State legislatures are encouraged to use the language of this document and the policies that it espouses as the model for their own state licensure laws. Inevitably each state law will reflect compromises and changes particular to that state, but the APA Model Act is meant to serve as a guide for those involved in the drafting process. State licensing boards must develop their own rules and regulations to supplement the legislation proposed here. This document also serves to educate legislatures about psychology training and practice and serves to synthesize APA policies that bear on the education, training, and practice of professional psychology. Each section of the proposed Model Act is introduced by commentary, the purpose of which is to explain the rationale for the proposed section that follows. To differentiate between the commentary and the proposed statutory language, the latter is italicized. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teacher Effectiveness; Teacher Certification; Beginning Teachers; Educational Policy; Teacher Education Programs; Internet; Educational Quality; Data Collection; Alternative Teacher Certification; Pedagogical Content Knowledge; State Licensing Boards

Abstract:
This seventh report on the quality of America's teacher preparation programs and novice teachers presents data reported to the U.S. Department of Education (the Department) in October 2007 by all 50 states, the District of Columbia, Puerto Rico and the outlying areas, which include American Samoa, the Federated States of Micronesia, Guam, the Marshall Islands, the Northern Mariana Islands, Palau and the Virgin Islands. Section 207 of Title II of the "Higher Education Act" (HEA), as amended in 1998, required states to report on teacher preparation and licensing. Since 2001, the Department has used a web-based state reporting system to collect data on teacher preparation programs and prospective teachers, as well as states' assessment and licensing of teacher candidates. State certification requirements and policy-related information were also collected. While this report focuses on national and summary data, the individual state reports contain additional information (such as data for individual teacher preparation programs). The report is intended to inform aspiring teachers, the education community, institutions of higher education, Congress, researchers and policymakers about the quality of teacher preparation in America. (Contains 19 tables, 18 figures and 13 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Counseling; Supervision; Counselor Certification; Technology; State Licensing Boards; State Regulation; Counselor Training

Abstract:
Counseling licensure boards report emerging needs to regulate technology-assisted distance counseling and supervision. An analysis of published regulations and telephone interviews with board administrators nationwide suggests that boards agree generally on 7 aspects of technology-assisted distance practice that need to be regulated. Nevertheless, boards are disparate and often polarized in their views regarding the extent and type of regulation needed for each aspect. Current trends may have important implications for counselor education, supervision, and practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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State Licensing Boards; Surveys; Counselor Training; Barriers; Counseling; Practicum Supervision; Counselor Evaluation; Counselor Certification; Counselor Qualifications

Abstract:
The purpose of this mixed-method study was to explore the extent to which supervisors of post-matriculation, pre-licensed counselors engage in gatekeeping. Two-hundred seventy-nine supervisors of post-matriculation, pre-licensed counselors completed an online survey that assessed (1) what methods of supervision supervisors of post-matriculation, pre-licensed counselors use that promote gatekeeping; (2) whether training in supervision increases the likelihood that supervisors engage in gatekeeping; (3) if supervisors endorse individuals for licensure about whom they have reservations; and (4) what barriers supervisors of post-matriculation, pre-licensed counselors report to engaging in gatekeeping at the licensure level. Analysis of the data revealed that, in the course of supervising an individual for licensure, supervisors engage in very few practices that promote gatekeeping. In addition, supervisors in the sample admitted to endorsing individuals for licensure despite concerns about their level of skill or appropriateness for the profession. The amount of training a supervisor had in supervision had no appreciable relationship to the amount of time supervisors spent engaged in the more objective methods of supervision. There was, however, a significant difference in the median number of hours of training reported by supervisors who had refused to endorse at least one individual for licensure compared to the median number of hours of training of those who had never refused to endorse someone for licensure, with the former group having a higher median. Implications for supervisors, state licensing boards, and academic training programs are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Effect Size; Comparative Analysis; Comparative Testing; Teacher Certification; Meta Analysis; State Licensing Boards; National Standards; Academic Achievement; Mathematics Achievement; Reading Achievement; Predictor Variables; Outcomes of Education; Teacher Effectiveness; Synthesis; Program Effectiveness

Abstract:
Current quantitative research on the effectiveness of the National Board certification has resulted in contradictory findings. Consequently, this meta-analysis synthesized the results of 12 studies on National Board Certification and student achievement. Of those, 9 studies were used to calculate effect sizes for reading, and all 12 were used to calculate the effect sizes for mathematics. On average, students of National Board Certified teachers had higher achievement scores; however, the effect sizes were small. Similarly, there was no difference in the student outcomes for NBCTs in either mathematics or reading. Due to the limitations of the meta-analysis, analyzing study characteristics as possible moderator variables using tests of homogeneity and analog to the analysis of variance did not lead to finding any variables that accounted for difference in study results. The results, however, did provide direction for future research in the area of National Board Certification. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Campuses; Educational Needs; Educational Facilities Planning; Community Colleges; College Planning; Program Proposals; Feasibility Studies; Regional Schools; Shared Resources and Services; Enrollment Projections; State Licensing Boards; Accreditation (Institutions)

Abstract:
This report reviews the proposal by the Rancho Santiago Community College District to convert its facility in Orange to a state-approved educational center. Educational centers are a cost-effective means for meeting increased student demand and of serving a region's educational needs because they often involve collaboration and shared facility use with high schools, university campuses, and local businesses. Educational centers can grow as needed when students require more course offerings; they begin small and expand as the region's population expands. Attending an educational center is a cost-effective option for students who can attend classes near their homes, cutting back on their commute time and expenses. CPEC (California Postsecondary Education Commission) guidelines require that an off-campus educational facility must serve at least 500 full-time-equivalent students annually before it can begin the process of proposing a conversion to a state-approved educational center. If the Commission votes to concur with a proposal, the center becomes eligible to compete for state capital outlay funding. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Counselor Certification; State Licensing Boards; Licensing Examinations (Professions); Supervision; Masters Degrees

Abstract:
This article describes the historical development of counseling licensure and explains the process for obtaining the Licensed Professional Counselor credential in the state of Alabama. The process of obtaining counseling licensure involves fulfilling an academic requirement, submitting an application, obtaining supervised experience, passing an examination, and some other miscellaneous requirements. Many counselors-in-training find themselves confused about the process of obtaining the Licensed Professional Counselor (LPC) designation in the state of Alabama. This article seeks to reduce such confusion by presenting a concise description of the process required by the Alabama Board of Examiners in Counseling (ABEC). Because the intention for this article is to be brief, what follows is a general description of the requirements for licensure. Exceptions and caveats exist and the interested reader is encouraged to explore the state code of Alabama and the administrative code related to counseling, which can be found at www.abec.alabama.gov. In addition to an overview of the licensure process, the historical development of licensure will also be reviewed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Medical Education; Medical Evaluation; Physicians; Focus Groups; Quality Control; Certification; Communication Skills; Medical Services; Evaluation Methods; Surveys; State Licensing Boards; Qualitative Research; Statistical Analysis; Physician Patient Relationship; Decision Making; Professional Development; Continuing Education

Abstract:
Introduction: Deficiencies in physician competence play an important role in medical errors and poor-quality health care. National trends toward implementation of continuous assessment of physicians hold potential for significant impact on patient care because minor deficiencies can be identified before patient safety is threatened. However, the availability of assessment methods and the quality of existing tools vary, and a better understanding of the types of deficiencies seen in physicians is required to prioritize the development and enhancement of assessment and remediation methods. Methods: Surveys of physicians and licensing authorities and analysis of the Federation of State Medical Boards (FSMB) Board Action Data Bank were used to collect information describing the nature and types of problems seen in practicing physicians. Focus groups, depth interviews with key professional stakeholders, and state medical board site visits provided additional information about deficiencies in physician competence. Results: Quantitative and qualitative analyses identified (1) communication skills as a priority target for assessment approaches that also should focus on professional behaviors, knowledge, clinical judgment, and health-care quality; and (2) differences between regulatory approaches of licensing and certifying bodies contribute to a culture that limits effective self-assessment and continuous quality improvement. System problems impacting physician performance emerged as an important theme in the qualitative analysis. Discussion: Considering alternative perspectives from the regulatory, education, and practice communities helps to define assessment priorities for physicians, facilitating development of a coherent and defensible approach to assessment and continuing professional development that promises to provide a more comprehensive solution to problems of health-care quality in the United States. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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