Doctoral Portfolio Links
Teaching
Teaching CACREP Doctoral Competencies (2016):
a. Roles and responsibilities related to educating counselors
b. Pedagogy and teaching methods relevant to counselor education
c. Models of adult development and learning
d. Instructional and curriculum design, delivery, and evaluation methods relevant to counselor education
e. Effective approaches for online instruction
f. Screening, remediation, and gatekeeping functions relevant to teaching
g. Assessment of learning
h. Ethical and culturally relevant strategies used in counselor preparation.
i. The role of mentoring in counselor education
Artifacts of Teaching Competency
Artifact 1 – During the class, COUC 747, Instruction in Counselor Education I developed an initial teaching philosophy. This assignment met the following standards in instruction of counselor education: (CACREP Standards: 6.B.3.a), andragogy and adult learning theories (CACREP Standards: 6.B.3.b), teaching methods relevant to counselor education (CACREP Standards: 6.B.3.c), curriculum design and instructional delivery (CACREP Standards: 6.B.3.d), instructional and curricular evaluation methods (CACREP Standards: 6.B.3.h.), and screening, remediation, and gatekeeping functions relevant to teaching (CACREP Standards: 6.B.3.i).
Artifact 2 – As apart of COUC 747 Instruction in Counselor Education, I developed a syllabus to meet the competency (CACREP Standards 6.B.3.a) demonstrates my ability to effectively master the roles and responsibilities of a counselor educator. This mock-mini course design met the curriculum design and instructional delivery competency (CACREP standard 6.B.3.d). Additionally, developing this mini course met the standard of instructional and curricular evaluation (CACREP standard 6.B.3.h).
Artifacts 3-4 – As a component of teaching demonstration, this assignment is two component. The first component included a 30 minute lesson plan on Supervision and Telehealth Boundaries. This lesson plan included a powerpoint presentation. This assignment reflected mastery of the roles and responsibilities of counselor education (CACREP standard 6.B.3.a), pedagogy and teaching methods relevant to counselor education (CACREP Standards: 6.B.3.b), curriculum design and instructional delivery (CACREP Standard 6.B.3.d), and instructional and curricular evaluation methods (CACREP Standard 6.B.3.g).
COUC 970 Teaching Internship
“The doctoral internship is designed to provide students with supervised experiences that reflect the activities of a regularly employed professional in the field of counselor education. All doctoral interns must have internship experiences in teaching, supervision, and one additional doctoral competency (counseling, research, or leadership/advocacy). Under the guidance of faculty, the primary focus of the teaching internship is to help doctoral students develop the knowledge, skills, and dispositions required for ethical and competent practice in their role of educating counselor trainees in the field of counselor education.”
Artifact 5-6 – As a part of COUC 970 Teaching Internship, I had the opportunity to teach each of the 16 weeks independently. Lesson plans and a supplemental powerpoint was design to meet the competency (CACREP Standard 6.B.3.a) roles and responsibilities of a counselor educator, (CACREP Standard 6.B.3.b) pedagogy and teaching methods relevant to counselor educator, (CACREP Standard 6.B.3.c) models of adult development and learning, cirriculum design and instructional delivery (CACREP Standards 6.B.3.d), screening and remediation and gatekeeping functions, (CACREP standard 6.B.3.f) screening, remediation and gatekeeping functions relevant to teaching (CACREP standards standards 6.b.3.f), assessment of students’ learning (CACREP Standard 6.B.3.g), and ethical/culturally relevant strategies (CACREP 6.B.3.h). This assignment allowed me to develop a general understanding of student’s baseline knowledge, and developed a lesson plan according to the student’s current needs in the classroom. This class allowed me to grow within each of the administration of each lesson plan throughout the semester.
Artifact 7– demonstrates competency related to the roles and responsibilities of a clinical supervisor within counselor education (CACREP Standard 6.B.2.c). Additionally, this artifact reflects the application of supervision knowledge and the integration of supervision theory and practice within counselor training (CACREP Standard 6.B.2.e). The evaluation of my supervisory performance also reflects the importance of providing feedback and evaluating supervisee development within the supervision process (CACREP Standard 6.B.2.h) while maintaining professional standards and responsibilities within counselor supervision (CACREP Standard 6.B.2.i).
Artifact 8– This artifact demonstrates my ability to facilitate reflective learning and mentor emerging counselors while connecting theoretical content to clinical application. The session supports the development of professional counselor identity and ethical practice (CACREP Standard 3.F.1), application of counseling theories to case conceptualization (CACREP Standard 3.F.4), development of core counseling skills and techniques (CACREP Standard 3.F.5), and the use of self-reflection and self-awareness in counseling practice (CACREP Standard 3.F.7). Additionally, the session reinforces students’ ability to conceptualize client concerns and consider treatment planning within a supervised training environment (CACREP Standard 3.F.8) while contributing to the broader objectives of practicum experiences designed to integrate counseling knowledge and clinical practice (CACREP Standard 3.G).
Through this teaching experience, I demonstrated the ability to translate complex counseling concepts into accessible instruction for graduate counseling students while fostering an interactive learning environment that encourages discussion, critical thinking, and professional growth. This artifact reflects my broader teaching philosophy that emphasizes collaborative learning, reflective practice, and the integration of theory, research, and clinical application in counselor education.
Teaching Reflection
Teaching within the doctoral program provided an opportunity to develop the instructional and pedagogical skills necessary for effective counselor education. Transitioning from a clinical role to the classroom required me to translate professional counseling knowledge into meaningful learning experiences. Through my teaching experience at LU, I developed skills in lesson planning, curriculum organization, facilitating classroom discussions, and presenting complex counseling concepts in ways that were both engaging and accessible to students. These experiences helped me recognize that effective teaching requires intentional preparation, flexibility when the discussion goes off track, and the ability to adapt instruction to meet the needs of teaching graduate students.
One of the most meaningful aspects of teaching was learning how to facilitate discussions that encouraged critical thinking and professional reflection among counseling students. Rather than simply delivering course content, I worked to create a collaborative learning environment where students could actively engage with counseling theories, ethical decision-making through case conceptualization, and professional identity development. Through case examples, experiential learning activities, and group discussions, I helped students connect theoretical knowledge to real-world counseling practice. These experiences strengthened my confidence in leading a classroom and reinforced my passion for teaching within counselor education.
Throughout the program, I also developed important skills related to assessment and feedback. Learning how to evaluate student work, provide constructive feedback, and support student learning requires careful attention to both academic standards and professional development. These teaching experiences helped me to better understand the role counselor educators play in guiding students toward both academic success and professional competence. Over time, I became more confident in structuring course content, managing classroom dynamics, and facilitating learning experiences that supported my students’ growth. My faith in Christ has been an important foundation through my development as a counselor educator. I am reminded of Luke 2:52, which states that Jesus “grew in wisdom and stature, and in favor with God and people.” This verse reflects the process of growth that I have experienced during my doctoral training. As I trusted God to guide my journey, I developed greater confidence in my abilities as both a counselor and educator. Through prayer and reflection, I continue to rely on my faith to guide my work as I seek to serve students and contribute to the preparation of future counselors.
Overall, the teaching experiences within the doctoral program have strengthened my instructional skills and reinforced my commitment to counselor education. Moving forward, I hope to continue developing effective teaching strategies that encourage student engagement, critical thinking, and professional growth. I aspire to contribute to the counseling profession by preparing competent, ethical counselors who are equipped to serve diverse communities and advance the field of counseling.
CACREP-Aligned Syllabi for Teaching Competencies:
COUC 747 Instruction in Counselor Education:
COUC 970: Teaching Internship: