Zoricelis Davila, Ph.D. LPC-S, NCC
Licensed Professional Counselor - Supervisor
Consejeria Bilingue y Psicoterapia
Mastery level of knowledge and skill is demonstrated in the following CACREP competencies under the Teaching standard: (a), (b), (c), (d), (e), (f), (g), (h), and (i).
Artifact 1 – Philosophy of Teaching and Graded Feedback
Artifact 2 – Clinical Diagnosis and Treatment Planning – Power Point and Lesson Plan
Artifact 3 – The Roadmap to an Accurate Diagnosis Power Point and Graded Feedback
Artifact 4 - Lesson Plan for The Roadmap to an Accurate Diagnosis
Artifact 5 – Teaching Video 1 - The Roadmap to an Accurate Diagnosis - This is a 30-minute teaching demonstration prepared for the course COUN 747
Artifact 6 - Differential Diagnosis Power Point and Lesson Plan
Artifact 7 – Teaching Video 2 – Differential Diagnosis
Artifact 8 – Syllabus Clinical Diagnosis and Treatment Planning Graded
Artifact 9 – Group Counseling Lesson Plan - Characteristics of Group Leaders
Artifact 10 – Group Counseling Teaching Video - Teaching and Processing Experiential Activity - First part of Lesson Plan
Artifact 13 - Students' Evaluation Teaching
I assisted three professors teaching three different courses in content and format. The first professor I assisted as a faculty co-instructor was Dr. Mary Deacon. I assisted her in teaching an online course COUN 691 Substance Abuse: Diagnosis, Treatment and Prevention. I demonstrated proficiency in electronic course management system and computer technology skills in the use of Blackboard courses; developing a counselor education course assignment that. I also assisted Dr. Mwendwa during the course CMHC 512 in an intensive format as well as online pre-and-post work assignments. The third professor I assisted was Dr. Doney in teaching a graduate course of Professional Counseling Internship COUN 699. I taught and supervised three sections of the same course.
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 the role of mentoring in counselor education
i. The role of mentoring in counselor education
Before this doctoral degree, most of my teaching experience was at an undergraduate level for 10 years and at a graduate level for 5 years teaching Christian Education. This degree has provided several teaching experiences that have helped develop increased leadership level, knowledge, skills, and practices in this competency. Teaching counseling students at a master’s level was been rewarding, validating, and affirming in my calling as a counselor educator and supervisor. I have developed and strengthened a deeper capacity to connect with students and teach them not only at a residential level but also in a distance learning format. The evaluations from the students have been overwhelmingly pleasant and validating in my teaching style.
What has been especially impactful/meaningful/important to me personally and professionally has been precisely the students’ response that my teaching style help them learn better and connect theory with practice. I had the opportunity to strengthen my online teaching skills and connect with students via Blackboard and WebEx. Students responded positively to my interactive teaching style and reported feeling comfortable and motivated to learn.
I plan to utilize this strength in my vocation is by modeling to students that professors can connect with students in a teaching/learning environment that is professional and respectful while maintaining appropriate boundaries. One area of challenge/growth opportunity in this area of competency is the management of remediation procedures. I do not feel comfortable with remediation situations although I know they are part of the teaching experience and process. Nonetheless, I look forward to finding good mentoring from my professors to learn skills and strategies that will help me handle such cases without allowing my discomfort to limit my skills and abilities. I plan to develop excellence in this area by continuing to participate in conferences provided in organizations such as ACES and SACES.
My faith in Christ relates to this competency in the example of Jesus as a teacher. Jesus taught by example, investing in the lives of his disciples, and using various creative teaching methods. I am moved by the concept of mentoring students because it allows me to invest in their lives in the same way my professors have invested in me. I am also very creative in my teaching methods and by modeling such, I can help my students develop their own competencies creatively. I take this area of competency with much responsibility since scripture says in James 3:1 that “Not many of you should become teachers, my fellow believers, because you know that we who teach will be judged more strictly.” I take this verse with seriousness and responsibility because I will be accountable to God for my role as an educator. It is a joy, honor and privilege to serve God through the competency of teaching.