Are you ready to teach graduate school courses in counseling psychology??? Of course not, but you will be.
You're a therapist! You have thousands of hours of experience and training under your loosely-draped therapist belt, and you want to share some of your knowledge with the next gen of baby clinicians.
You're also a nerd who LOVED grad school and you get excited about the idea of reading papers and talking about theory with fresh therapists-in-training.
You have thoughts.
You have techniques.
You have a Masters degree!!!
Ooh, ya: Teaching would be perfect for you!
But... how do you get started???
You don't even know where the door is, let alone how to get your foot in it. Maybe you have tried sending out your CV to an administrator's email address and haven't heard back. This rejection confirmed your fear: you're not somebody who can do this.
Guess what? You probably are somebody who can do this. But you could use some guidance.
In this small group program, I will guide you through the basics of teaching a course in a graduate school counseling program. We will meet live for four Wednesdays in September, and you'll have homework in between meetings.
Outline of the Program
Week One: Good pedagogy.
Here's the first insider secret about teaching: A grad program will hire you to teach, but they won't tell you how to do it.
When you get hired to teach a graduate course, you're getting hired because of your knowledge and experience as a therapist. But anybody who's been to grad school and had some very mediocre professors knows that: even if someone is a great therapist, it doesn't mean they know how to teach it. We will cover the basics of pedagogy, aka the art & science of teaching: How do people learn? What is your learning and teaching style?
At the end of this week, you will be able to explain at least TWO different pedagogical approaches to teaching.
Week Two: Good reading.
How do you decide what reading to assign? The beginning professor's downfall is: usually you're either assigning too much reading or not introducing it well. When I started, I fell back on what I saw my professors do: assign a paper and then open the discussion with, "So, what did you do think of the reading?" I would watch as blank faces stared back at me, until somebody broke the silence by letting me know all the things that were wrong with the reading.
We will talk about what I did wrong here, and how in this set-up for the discussion, I set myself up.
At the end of this week, you will learn my framework for choosing diverse readings and introducing them in a way that elicits engaged discussion, rather than blank stares and critical tear-downs. .
Week Three: Good assignments.
Do you know Paolo Freire, the radical Brazilian educator who believed education was foundational to liberation? He's known for talking plenty of shit about the old "banking model" of education where a master teacher deposits knowledge into the empty heads of the students.
We aren't gonna do that here. We will talk about how you create assignments that encourage participatory, reflective learning. We will talk about how you create an arc of learning, introducing concepts and then giving students a chance to play with them (or, in instructional terms: to demonstrate their mastery of a concept).
At the end of this week, you will design a graduate-level assignment to assess a student's mastery of the course concepts.
Week Four: Good syllabus.
Another insider secret: like 90% of a successful course is determined by a successful syllabus. A syllabus is simply an outline of the course, laying out what students can expect from you and what you expect from them. For all you psychodynamic therapists out there, a syllabus also provides containment, helping to manage the students' otherwise free-floating anxieties.
Once you move beyond getting bogged down in the bureaucratic details of institutional requirements (ughhhh), you'll find that creating your syllabus can actually be FUN!
At the end of this week, you will write a syllabus for a graduate-level course in a subject area you are excited to teach.
Actual image of me
Who am I?
I'd like to say that therapy saved my life, but in truth, first it was books. As a teenager, I'd leave my all-girls Catholic school and bike downtown to the San Francisco public library, or to the bookstores in the Mission, and read for hours.
As a sensitive and curious person desperately trying to figure out, 'What the heck is happening inside me?!',, first I was an autodidact; then I became a therapist
Sine I learned how to learn in order to survive, it made sense that someday I'd want to teach. I see teaching as a practice of mutual engagement that transforms both the teacher and the student.
I finished grad school in 2012 and got hired as an adjunct professor a few years into my therapy career. I had some experience as a therapist, and, of course, I'd read a lot of books, but nobody taught me how to teach. The training was something like this: "Do you want to teach? OK." Then they sent me a blank syllabus template and said, "Send us your syllabus in two weeks."
Me: back to the library to figure out what a syllabus is...
I learned to teach through trial and error (lots of error), and now I'm core faculty and the department chair of a Community Mental Health grad program. In my role, not only do I teach but I hire therapists to teach. I've developed a simple framework to give therapists the basic tools to be adjunct professors.
You can learn from my mistakes.
In four weeks, you will learn a basic framework to design a graduate-level course and feel more confident in the classroom. In the final week, you will learn the landscape of the field and some tips to get hired as an adjunct professor.
- Feel excited about creating a curriculum that engages students - Be more confident in knowing what you have to offer - Have some basic idea of what you're doing, or at least not have no idea whatsoever, as most people do when they first start teaching lol
My first year as core faculty! Good news: cardigans work equally well as therawear AND for a style-neutral Professor
Am I the right fit for this program? This program is for you if you're a licensed Masters- or Doctorate-level clinician who wants to teach graduate-level courses in Counseling Psychology. This program will not focus on teaching undergraduate Psychology or community college classes, although you can use the skills you learn here if you get hired for those positions.
Wait, I can teach with a Masters degree? Yes! It's a common misconception that you must have a PhD or PsyD to teach. You can teach at the Masters-level or below with an MA and a clinical license. (Trust me, I'm an LMFT and they let me be core faculty and chair of a department. If they made a mistake, please nobody mention it??)
Will I get a teaching job after I finish this program? I can't guarantee you'll get hired! That depends on the job market in your area, your proximity to graduate schools, your CV, your connections, your birth chart, and luck. But this program will give you a layout of the hiring field and some useful pointers for how to build connections and craft a CV that will highlight your strengths and preparedness as a candidate.
Danni, you're heckof fun. Will I get one-on-one time with you? Yes! Participants will have unlimited coaching from me for the month of September. The communications will happen through Loom video.
When does the program start? The programs starts Wednesday, September 8th at 10am.
How much does it cost? $725.
When is the last day to apply? September 1, 2021 at Midnight PT!
Testimonials from My Students:
How to Join
Remember, the dates for our synchronous Zoom calls are Wednesday September 8, September 15, September 22, and September 29 from 10am - 12pm.
The cost of the entire 4-week program, including unlimited 1:1 coaching, is $725.
Click below to submit payment and you will hear from me shortly.