School Counseling Concentration Policy and Procedure Handbook

Transcription

1 School Counseling Concentration Policy and Procedure Handbook Page1

2 TABLE OF CONTENTS Introduction. 3 PROGRAM OBJECTIVES.. 4 SCHOOL COUNSELING CONCENTRATION DESCRIPTION.. 4 Elective Courses for School Counseling Concentration... 5 Example of School Counseling Program: Full-Time Sequence ASSESSMENT.. 6 SCHOOL COUNSELING INTERNSHIP... 7 Student requirements prior to starting Internship... 7 Additional requirements prior to beginning internship. 7 Additional requirement to be completed during Internship.. 9 Requirements of School Counseling Internship Site... 9 Requirements of Site Supervising Counselor... 9 Requirements of Faculty Supervisor Requirements of Program Director Process of Acquiring and Securing an Internship Site. 10 LICENSING.. 11 SCHOOL COUNSELING PI34 PORTFOLIO. 12 CONTENT GUIDELINES & ASSOCIATED PORTFOLIO 12 Appendix A. School Counselor Content Guidelines Appendix B. PI Pupil services standards 26 Appendix C. Wisconsin Comprehensive School Counseling Model (WCSCM) Appendix D. Portfolio Evaluation Rubric. 28 Appendix E. Site Supervisor s Evaluation of School Counseling Intern Performance.. 31 Appendix F. Site Evaluation Form Appendix G. Evaluation of Site Supervisor.. 38 Appendix H. Exit Interview. 40 Appendix I. The Portfolio Process Getting Started. 44 Page2

3 INTRODUCTION The mission of Mount Mary University articulates four core principles: COMPETENCE Committing to excellence in teaching and learning with an emphasis on critical thinking. Integrating the liberal arts with career preparation. Enhancing professional excellence at the graduate level. COMMUNITY Developing a learning environment founded on the spirit of the School Sisters of Notre Dame (SSND), a community of women rooted in the Catholic tradition. Promoting a diverse learning community, which is inspired by the SSND witness to unity in a divided world. Working in partnership with local, national and global organizations. COMPASSION Promoting a deep sense of social justice arising from sensitivity to moral values and Christian principles, since the SSND legacy is one which confronts with the gospel message those elements which impede human development and unity. COMMITMENT Encouraging leadership and integrity because of the conviction that each individual is created in God s image and thus a person of dignity. Providing an environment for the development of the whole person because the SSND educational stance is grounded in a Christian vision of who the person is called to be and what the world is destined to become. The undergraduate curriculum and the mission of graduate education at Mount Mary University reflect these principles and frame the philosophies of the school s teacher and counselor education programs. The teacher and school counselor education programs share the common purpose of educating visionary and ethical decision-makers who are competent, compassionate, and committed members of the educational community. Each program has developed a specific set of standards/competencies aligned with state, national, and professional organization standards for teachers or school counselors. As an undergraduate program situated within the professional realm, the Initial Teacher Education program incorporates a core curriculum which provides an introduction to major areas of knowledge in the liberal arts; a major which integrates more intensive study in the field of education; and elective courses. Page3

4 SCHOOL COUNSELING PROGRAM The school counseling program at Mount Mary University prepares culturally competent and skilled Professional School Counselors who are dedicated to working for social justice and capable of identifying and removing barriers that impede equal access to educational and career opportunities for all students. Through advocacy, collaboration, teamwork, leadership, individual and group counseling interventions, and the use of data and technology, the competency-based School Counseling program prepares Professional School Counselors to deliver comprehensive programs that promote success for all students (pre K-12) in the areas of academic, career, and personal/social development. School counselors address all students academic, career and social/emotional development needs by designing, implementing, evaluating and enhancing a comprehensive school counseling program that promotes and enhances student success. The professional school counselor believes that all children have a capacity to learn, they all have an equal right to access a certified school counselor and to participate in a comprehensive school counseling program that will be consistent with expected developmental stages of learning and differences in learning styles to ensure student success. The following principles are the foundation for the school counseling program: All students ethnic, cultural, racial, sexual orientation, and special needs are considered when planning and implementing the school counseling program. The school counseling program is planned and coordinated by state-certified school counselors in consultation with administration and teachers to coordinate with parents and the community. Data is used in assessing the needs and effectiveness of the school counseling program, will drive future program development and evaluation, and to actively monitor student results. The school counseling program provides academic, career, personal and social development for every student. Counselors abide by the professional school counseling ethics as advocated by the American School Counselor Association. Counselors participate in professional development to maintain a high-quality school counseling program. Graduates with the School Counseling Concentration meet Wisconsin Department of Public Instruction requirements for School Counselor Initial Educator License: License Code 54. Careers: School counseling positions are generally available in K-12 school settings. Other employment possibilities include: admission counseling in higher education, academic/career advising or student affairs in higher education, adjunct teaching positions, youth programs, and community centers. Program Objectives In addition to the Counseling Program s overall objectives, our School Counseling specialization is also designed to meet more specific standards set by the State of Wisconsin Department of Public Instruction for school counselors, including the School Counseling Content Guidelines (Appendix A). Page4

5 Required Coursework School Counseling Concentration - 48 credits CON 600 Professional Identity & Ethics CON 601 Orientation to School Counseling (0 credits, 1 st Friday of December) CON 610 Theories of Counseling CON 611 Career Development CON 612 Techniques of Counseling CON 630 Behavioral Science Statistics and Research CON 700 Multicultural Counseling CON 720 Counseling Assessment and Program Evaluation CON 740 Group Procedures in Counseling CON 741 Family Systems Theory, Research and Practice CON 750 Counseling across the Lifespan CON 712 Counseling Children and Adolescents CON 730 Counseling in Schools CON 796 Internship I (School placement) CON 797 Internship II (School placement) EDU 703 Exceptional Learners * EDU 742 Instructional Strategies * *WI certified teachers will choose six credits from the list of electives below. CON 650 Trauma Counseling I (3 credits) CON 651 Trauma Counseling II (3 credits) CON 679 Special Topics in Counseling (1-3 credits) CON 714 Addictions Counseling (3 credits) CON 715 Professional Issues in Addictions Counseling (3 credits) CON 770 Psychopathology (3 credits) CON 775 Psychopharmacology (3 credits) Example of School Counseling Program: Full-Time Sequence Fall Semester, Year I Spring Semester, Year I Summer, Year I CON 600 Professional Identity/Ethics EDU 742 Instructional Strategies EDU 703 Exceptional Learners CON 601 CON 700 Multicultural Counseling CON 730 Counseling in the Schools Orientation to School Counseling CON 610 Theories of Counseling CON 611 Career Development CON 612 Techniques of Counseling Fall Semester, Year II Spring Semester, Year II Summer, Year II CON 712 Counseling Children/Adol CON 741 Family Systems CON 740 Group Procedures CON 630 BES Statistics & Research CON 720 Counseling Assessment and Program Evaluation CON 750 Counseling Across the Lifespan CON 796 Internship I School Placement CON 797 Internship II School Placement Praxis II Professional School Counseling Exam Page5

6 Direct admission is required for entry into the School Counseling Concentration. Consideration for entry into School Counseling for currently enrolled students in another counseling concentration may be based on available space and academic excellence in the program. A written expression of interest should be given to the Program Director in such cases. Students enrolled in the School Counseling Concentration should confer with the Program Director in cases where a move from the school to the Clinical Mental Health Counseling concentration is preferred. All classification changes must be officially made with the Director of Academic and Career Advising. Students may also wish to extend their employment options and professional affiliation by following the additional program requirements to be eligible for licensure in the state of Wisconsin as a Licensed Professional Counselor (LPC). (For more information, please read information regarding the Clinical Mental Health Counseling Concentration in the Counseling Program Policy and Procedure Handbook). ASSESSMENT All school counseling candidates are required to complete four critical program assessment standards (in addition to general counseling program assessment requirements): First, upon the completion of 18 credits, student will meet with their advisor, discuss their goals related to school counseling and complete a program of study utilizing the School Counseling Advising Guide, as well as complete a self- and submit it to their academic advisor. Students will be given access to all instructor evaluations of their classroom performance and competency evaluations as necessary to complete the self-evaluation. The student is responsible for scheduling an appointment with their advisor, no less than two weeks after submission of the self-evaluation, to review their progress in the program. As a result of this meeting students will either proceed through their course of study until they reach the final critical assessment standard or they will follow the remediation procedure outlined in the M.S. in Counseling Policy and Procedure Manual. All master s degree-seeking students, including those who already hold teacher certification, must pass the Praxis II Professional School Counselor Exam (0421) within the last 12 credits of the program. During the semester prior to graduating, students register for this exam on their own and can opt to take a written or computerized version of the exam. Score results must be provided to the Program Director to verify the exam requirement has been met. Students must pass the Praxis II examination (cutoff score is 156) to meet graduation requirements. Students who do not pass will need to re-take and pass Praxis II or successfully complete a written comprehensive exam prior to graduating. Post Master s Certificate students will need to pass the Praxis II prior to starting internship. Please go to: for details on this exam. Finally, students must complete the School Counseling Portfolio. The M.S. in Counseling Program at Mount Mary University utilizes the School Counselor Portfolio as a method of developing, integrating, and assessing a student s ability to document competency in the Wisconsin Department of Public Instruction s (DPI) Pupil Services Standards (PI 34.04) and licensure program guidelines for school counselors as set forth in the Wisconsin Comprehensive School Counseling Model. The school counselor portfolio will function as the final evaluative tool in the student s preparation as a school counselor in conjunction with the necessary course work and internship experiences. All students enrolled in the School Counseling Concentration will be expected to take CON 601 Orientation Page6

7 to School Counseling in which the criteria for and the function of the portfolio will be defined. This orientation class takes place in fall and must be taken prior to the start of Internship I. The final portfolio will consist of the following elements: 1. Resume/CV 2. All evaluations by internship on-site supervisors 3. Hours Summary Log 4. Portfolio Tasks School Counseling Content Guidelines (Appendix A) 6. PI Pupil services standards (Appendix B) 7. Wisconsin Comprehensive School Counseling Model (WCSCM) (Appendix C) The portfolio may be submitted for evaluation and feedback two times prior to the final submission. Specific dates will be announced at the beginning of CON 796 Internship 1. PI34 Pupil Services Standards prevent students from turning in the final portfolio before the final day of internship. Students may graduate from the program before turning in the portfolio or receiving the final evaluation of the portfolio. To be eligible for licensure students must receive Exemplary or Satisfactory on ALL areas evaluated. Counseling faculty will review and evaluate portfolios (see Appendix D) and reach inter-rater reliability. SCHOOL COUNSELING INTERNSHIP Under PI 34 Pupil Services Standards, students are required to complete a 600-hour internship that extends across the PK-12 school experience (i.e., elementary school, middle school, high school). To meet this licensing requirement we require that students arrange the number of hours at school counseling internship to meet the following guidelines: a. 300 hours of experience with an elementary school age population OR middle school age population b. 300 hours of experience with a high school age population Student requirements prior to starting Internship Must have completed at least 21 credits including: CON 600 Professional Identity and Ethics CON 601 Orientation to School Counseling (0-cr) CON 610 Theories of Counseling CON 611 Career Development CON 612 Techniques of Counseling CON 700 Multicultural Counseling CON 730 Counseling in Schools EDU 703 Exceptional Learners Required courses that must be taken prior to or concurrently with internship: CON 712 Counseling Children and Adolescents EDU 742 Instructional Strategies Additional requirements to be completed by student prior to beginning internship 1. Criminal Background Check. All students are REQUIRED to present documentation to the practicum/internship coordinator that you have completed a CRIMINAL BACKGROUND CHECK. This background check is often completed by internship sites. If your site does not complete this process, you will need to use Castlebranch.com. This is a service that allows students to order their own background checks online. Information collected through Castlebranch.com is secure, Page7

8 tamperproof, and kept confidential. The services performed by Castlebranch.com are based on guidelines provided by the college, so all the information needed can be obtained from one source. The results are available on the Castlebranch.com website where the student, as well as the school, can view them. Ordering Instructions 1. Go to and click on "Students." 2. In the Package Code box, enter the package code: MO99 3. Enter your payment information Visa, MasterCard, or Money Order. Follow the online instructions to complete the order. Retrieval Instructions Once the order is submitted, you will receive a confirming containing the password needed to view the results of the background check. To view the results, visit enter the password in the area provided on the lower right side of the homepage, then enter the last four digits of your Social Security Number. Results are typically available in approximately three days, although some searches take longer. Please allow adequate time when ordering. The Program Director will automatically have access to the results. For A Summary of Your Rights Under the Fair Credit Reporting Act visit For questions regarding the background check, contact Phone: (888) or customerservice@castlebranch.com If a student has lived in states other than Wisconsin during the past three years, the law requires that a criminal background check is performed in each of those states. For more information, see the State of Wisconsin website for Caregiver Background Checks: 2. Professional Liability Insurance. Counseling students are provided with professional liability insurance as specified by the guidelines which appear in the Clinical Affiliation Agreement that the department has made with your site. This ordinarily provides you with substantial coverage by both the site and Mount Mary University. However, PI34 Pupil Services Standards require students to obtain individual professional liability insurance policy. This type of insurance is included in the cost of membership to ASCA. 3. TB, X-ray, other tests and vaccinations. Some internship sites may require these additional tests before an internship placement can begin. 4. Safeguarding All of God's Family - Safe Environment Training. For those with Catholic school sites, students must complete sex abuse prevention program named, Safeguarding All of God's Family - Safe Environment Training, prior to starting internship. Registration information can be found at: Page8

9 Additional requirement to be completed during Internship As described in the M.S. in Counseling Manual, each fall, typically a Friday in late September, all practicum/internship students accompany the Practicum/Internship Program Coordinator to Roger s Ropes and Challenge Course. A fee may be assessed at the start of the semester and is based on number of students participating. Only Post-Masters Students and students enrolled in CON 798: Internship III are exempt from this requirement. Requirements of School Counseling Internship Site A. The school must have adopted or be in the process of adopting the ASCA National Model for School Counseling or the Wisconsin Developmental Guidance Model (or an equivalent comprehensive guidance model) for their school counseling program. B. Clinical Affiliation Agreement signed by the school district or the appropriate parties (i.e., principal). Requirements of Site Supervising Counselor A. As a requirement of Pupil Service Standard, PI34.15, the primary School Counseling Supervisor must have a master s degree in Counseling, be licensed as a School Counselor, and have had a minimum of 3 years professional experience as a School Counselor with one year in the school or school system of current employment. B. Complete Clinical Supervision training provided by Mt Mary University Counseling Program faculty, including a training in the PI 34 Standards PI 34.15(6)(6). C. Complete an Internship Site Contract, which is the supervision agreement, signed by the Student, School Principal, School Counselor Supervisor, and faculty member MS in Counseling Program, Mt Mary University. D. Reviews initial and final Internship Learning Agreement (student course requirement) with student. E. Provides opportunities for the Student-Counselor to achieve the objectives and the competencies of the course by assigning appropriate duties, tasks, and responsibilities. F. Provides on-site supervision of the Student-Counselor, allowing for independence as the Student-Counselor improves his/her functioning as the field experience progresses. At no time should a student be left alone on site, whether or not students are present. G. Is available to the intern for consultation and supervision. An average of one hour of individual supervision per week must be provided and documented on the time log. H. PI 34.15(5)(c) 3.a. requires "At least 2 written evaluations based upon observations by the school-based supervisor shall be required during each student's [internship]. (b). The evaluation procedures under subpar. shall include at least two conferences involving the school-based supervisor, the faculty supervisor and the [intern]. The school-based supervisor evaluation of the practicum shall become part of the student's portfolio. Complete and review with the student the Internship Evaluation at mid-term (at the 7-8 week mark and end of the internship (see Appendix C). This evaluation must be mailed, or submitted to the Faculty Supervisor via the student no later than the Monday of the middle of the semester and the Monday of the last week of the student s internship. Page9

10 Requirements of Faculty Supervisor A. Oversees internship experience to assure a successful program for the student. B. Consults with the Site Supervising Counselor and other school personnel as needed. C. Provides monitoring and supervision via group supervision meetings and individual meetings with students. D. Evaluates the student's completion of the course requirements and performance. The Faculty Supervisor/Clinical Instructor will assign a letter grade based on (a) the assessment of the student s completion of course requirements, (b) the Site Supervisor s Evaluation of School Counseling Intern Performance completed by the Internship site supervising counselor, and (c) The Evaluation of School Counseling Intern Performance completed by the faculty supervisor at both the midpoint (at the 6-7 week mark) and end of the internship experience (see Appendix E). E. Visits the internship site to consult with the Supervising Counselor or other school/agency administrators as needed, or to conduct on-site observations of student s Progress of students may also be assessed by phone or . Requirements of Director of School Counseling Program A. Conducts students Orientation to School Counseling B. Conducts Site Supervisor Training. C. Verifies student readiness for internship. D. Coordinates with school personnel to finalize placement sites and obtain contractual agreements for school counseling students. E. Monitors the internship process to assure quality of site placements and satisfactory experiences for counseling students. F. Maintains evidence of student liability insurance and passing of State certification exams. G. Maintains and revises the School Counseling Concentration Policy and Procedure Handbook. H. Consults with faculty as needed regarding student progress and completion of internship. Process of Acquiring and Securing an Internship Site A. Review portfolio tasks and develop goals to be met at a particular site (discuss professional goals, strengths and limitations, readiness for internship) and develop a cover letter and vitae. B. Arrange interviews with possible internship sites and supervisors. During your interview you must identify which critical tasks (of the first 12 portfolio tasks) will be completed at the site C. After you have identified a site and come to a verbal agreement with the site supervisor you should immediately forward the following information: supervisor name, school name, principal name, telephone number for supervisor and school, school address, specific dates of the internship, number of hours to be completed at the school, and the critical tasks to be completed at the internship site D. The Program sends letter of confirmation and supervisor agreements to potential site supervisor E. If a current Clinical Affiliation Agreement is not on file for school or school district, the Program sends and requests the school complete a Clinical Affiliation Agreement If you have any questions about the above requirements, responsibilities or, please contact Dr. Carrie King, Counseling Department Chair, School Counseling Program Director, Master of Science in Counseling Program, at 414/ or kingc@mtmary.edu. Page10

11 LICENSING The School Counseling Concentration qualifies graduates of the Counseling Program for an Initial Educator license: License Code 54, under PI 34 in the State of Wisconsin. All students will be licensed at the PK-12 th grade levels. For school counselors, the Department of Public Instruction (DPI) grants the license following an endorsement from the academic program. Instructions for obtaining a school counseling license: 1. Go to You will see this link: Educator Licensing Online - ELO 2. Open the link and take a look to see what documents/information you'll need. It is strongly suggest is that you gather all of your information prior to sitting down to complete the application process (it is lengthy) because it will time them out if you leave to unearth documents, etc. and you'll have to start over. 3. After successful completion and evaluation of your PI34 portfolio, you will receive an from Cindy Keller notifying you that you can complete and submit your application and fee to DPI. 4. You will receive an from DPI once approved for your license. You may then print your "license" from the DPI website. You won t paper license in the mail. Additional information about requirements for licensing is available from the WDPI website at: - PI-34 and School Counselor Licensure - School Counseling Licensing Questions and Answers Page11

12 SCHOOL COUNSELOR PI 34 PUPIL SERVICES STANDARDS PORTFOLIO The Masters of Science in Counseling at Mount Mary University utilizes the School Counselor Portfolio as a method of developing, integrating, and assessing a student s ability to document competency in the Wisconsin Department of Public Instruction s (DPI) Pupil Services Standards (PI 34.04) (Appendix D) and licensure program guidelines for school counselors as set forth in the Wisconsin Comprehensive School Counseling Model (Appendix E). The school counselor portfolio will function as the final evaluative tool in the student s preparation as a school counselor in conjunction with the necessary course work and internship experiences. All students enrolled in the School Counseling Concentration will be expected to take CON 601 in which the criteria for and the function of the portfolio will be defined. This course must be taken in the fall prior to the start of Internship I; CON 601 is required for licensure. Content Guidelines for School Counselors & Associated Portfolio Tasks Demonstrate an understanding of the psychological and sociological foundations of human development, learning, and behavior. Task #1 In this task, the student creates a developmentally appropriate case conceptualization and action plan for a school-aged student. This may be a student with whom one is working with at the school internship site or an appropriate age case studied in a previous class. Directions Using one of the students with whom you are working at your school internship site or an appropriate age case studied in a previous class address the following areas in creating a developmentally appropriate case conceptualization and action plan appropriate for that student. 1. Describe the developmental approach/theory that you will use to conceptualize this case. 2. Discuss how diversity/culture may effect this conceptualization. 3. Based on this conceptualization and integrating relevant counseling theory and research, create an action plan for this individual, being sure to attend appropriately to developmental issues, as well as the role that others involved in the individual s like will play in this action plan. In the action plan, please address the following: a. Discuss any additional assessment instruments you will seek to use b. Discuss and prioritize the goals and objectives of counseling c. Discuss the interventions you will use to reach those goals d. Discuss how you will measure whether or not the goals have been met (i.e., outcome measures) e. Include any consultation and referrals that you will consider in this case and your reasons for considering those resources. f. Reflect on the legal and ethical procedures and medical concerns to consider while creating a plan to help the student succeed PI 34 Pupil Services Standards Addressed: 1.1, 1.2, 1.3, 1.8, 1.9, 2, 4, 5, 6 CON 712 Counseling Children/Adolescent, Dyad Collaboration Project meets the requirements of Task 1. Page12

13 Demonstrate an understanding of skills required to develop, organize, administer, evaluate, and promote a comprehensive developmental school-counseling program based on the Wisconsin Developmental Guidance Model in collaboration with educators, families and community resources. Task #2 In this task, the student is asked to demonstrate and provide evidence that she is developing the skills required to develop, organize, administer, evaluate and promote a comprehensive developmental school counseling program by collecting and submitting five artifacts related to this standard. Directions After studying the foundations of a comprehensive school counseling program based on the ASCA National Model (2012) and the ASCA Mindsets & Behaviors (2014), you will be required to collect five artifacts (i.e., materials you developed, presentation you gave, etc.) that demonstrate competence related to the principals embedded in this standard. Each artifact included in your portfolio should be introduced by a brief interpretive paragraph specifically explaining how your artifact demonstrates competence related to the principals embedded in this standard. Your paragraph should include the following information: 1. The name of the artifact and the context in which it was developed. 2. When the artifact was developed. 3. What was your role if it was developed in concert with others? 4. Any grade or feedback you may have received. 5. Analyze how the artifact addresses a specific standard and demonstrates the depth and breadth of learning. 6. Reflect on what you learned from doing/creating the artifact. PI 34 Pupil Services Standards Addressed: 1.9, 1.10, 2, 5, 6 Page13

14 Demonstrate the skills required to work effectively with school teams to promote a safe and healthy school climate, including prevention and intervention strategies such as conflict resolution, peer mediation and crisis management. Task #3 For this task, work in collaboration with a pupil service staff member from a professional discipline other than school counseling, to address an identified school-wide issue through teacher in-service, in-school project/program or assembly an internship site. Directions During the course of your internship experience with elementary, middle, or high school students, you will initiate a collaborative relationship with a pupil service staff member from a professional discipline other than school counseling to do one of following activities: 1. In collaboration with a pupil service staff member from a professional discipline other than school counseling, design a teacher in-service to assist teachers in working with a specific school-wide issue in the classroom (i.e., bullying, conflict resolution, crisis management, etc.); 2. In collaboration with a pupil service staff member from a professional discipline other than school counseling, develop an in-school project/program/assembly (i.e., peer mediation, alcohol and other drug awareness, etc.). At the conclusion of the collaboration you will write an integrated report that incorporates the following information: 1. The professional discipline or pupil services staff member and explain why this professional was chosen for collaboration. 2. Which activity (1 or 2 described above) was selected. 3. Rationale, goals and implementation plan for activity selected. 4. Assessment of the effectiveness of the chosen activity once implemented. 5. An integrated and reflective summary of the collaboration plan that includes what was done, the strengths and weaknesses of the chosen activity, how you would change the plan for future use, and the advantages and disadvantages of using a member of the pupil service staff to implement the plan. Your implementation plan and reflection summary should be submitted to your on-site supervisor and reviewed with her/him, signed by the supervisor and included in your portfolio. PI 34 Pupil Services Standards Addressed: 1.6, 1.7, 1.9, 1.10, 3, 5, 6, 7 Page14

15 Demonstrate an understanding of the role that diversity, inclusion, gender and equity have on students academic achievement, social/emotional and career development. Task #4 In this task, students are to demonstrate and provide evidence of competency in working with individuals from diverse backgrounds (e.g., ethnicity, class, gender, physical & mental abilities/qualities, race, sexual orientation) by collecting and submitting a total of six artifacts related to your understanding of the role that diversity has on student achievement and development. Competencies must be demonstrated in relation to ethical awareness and conduct, knowledge and learning, treatment approaches and work products related to a diverse population Directions You will collect two artifacts each at Elementary, MS and HS level (i.e., materials you developed during internship or another class, presentation you gave, counseling session summary, annotated bibliography of web-based resources, etc.) showing evidence your competency in working with individuals from diverse backgrounds. Each artifact included in your portfolio should be introduced by a brief interpretive paragraph specifically explaining how your artifact demonstrates competence related to the principals embedded in this standard. Your paragraph should include the following information: 1. The name of the artifact and the context in which it was developed. 2. When the artifact was developed. 3. What was your role if it was developed in concert with others? 4. Any grade or feedback you may have received. 5. Analyze how the artifact addresses a specific standard and demonstrates the depth and breadth of learning. 6. Reflect on what you learned from doing/creating the artifact. PI 34 Pupil Services Standards Addressed: 1.1, 1.2, 1.3, 1.9, 2, 6 CON 730 Counseling in Schools, Multicultural Article Critique, partially meets the requirement for Task 4. EDU 703 Exceptional Education, may have an action plan assignment that partially meets requirement for this task. CON 700, Immersion Project, if you have any entries that are specific to school-age children. CON 611, Intervention Poster, if you have focused on a school-age population. Page15

16 Demonstrate individual and group counseling skills, which facilitate students, social/emotional, academic, and career development throughout their PK-12 school experience. Task #5 In this task, the student will make an audio recording of individual counseling sessions with two different students in the course of providing counseling for an academic issue and a social/emotional issue. Directions In consultation with your on-site supervisor, choose individual counseling sessions that have the potential to demonstrate a variety of individual counseling skills. The sessions will be directly observed by your supervisor either in-person or via video recording. In session skills and attitudes will be evaluated and other counseling documentation will also be considered. Counselors are to demonstrate counseling skills, abilities to adapt to individual student needs and management of the counseling process. Individual counseling sessions with two separate students will be selected by the intern and recorded. One session should be focused on an academic concern and another session should be focused on a social/emotional concern- one of these sessions will be done at the Elem-MS level and the other at the HS level. A typed transcript of both sessions will be made and presented in the CON 796 Internship I & CON 797 Internship II courses and included in your portfolio. A brief summary of the case presented and in-class discussion will be submitted as part of your portfolio. PI 34 Pupil Services Standards Addressed: 1.1, 1.2, 1.3, 1.4, 1.7, 1.8, 1.9, 6 Task #6 In this task, the student is directly observed by the site supervisor while providing group counseling at any level. The direct observation may be either live observation or video observation. Directions In consultation with your on-site supervisor, choose 1-2 group counseling sessions that have the potential to demonstrate a variety of group counseling skills. The group counseling session with directly observed by your supervisor either in-person or via video recording. In session skills and attitudes will be evaluated and other counseling documentation will also be considered. Counselors are to demonstrate group counseling skills, abilities to adapt to group needs and manage the group counseling process. Also submit one of the following: (1) a process paper on this particular group s dynamics OR (2) three samples of student work as evidence of the group intervention you conducted along with an interpretive paragraph that describes the activity, the developmental appropriateness of the activity, as well as goals and anticipated outcomes. PI 34 Pupil Services Standards Addressed: 1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 6, 7 Page16

17 Demonstrate an understanding of "Pk-16" career development theories, practices and programs, including the ability to facilitate student skill development. Task #7 In this task, the student will provide individual career counseling in the high school setting and evaluate the session. Directions After studying the foundations of a comprehensive school counseling program based on the ASCA National Model (2012) and the ASCA Mindsets & Behaviors (2014), provide individual career counseling that includes assessment and interpretation of results at the high school internship site. Specifically, this assignment should incorporate each of the following elements and be addressed in a two-page summary: 1. Identify a student career competency from the ASCA Mindsets & Behaviors (2014) that will serve as the focus of your structured counseling session. 2. The goal and objectives of the activity. 3. Description of the activity, including the directions presented to the student. 4. Interpretation of the assessment 5. Evaluate whether this career activity is developmentally appropriate for the student 6. In an appendix, you are required include all student work that was created during this session. PI 34 Pupil Services Standards Addressed: 1.1, 1.2, 1.4, 1.6, 1.7, 1.8, 6, 7 Page17

18 Demonstrate an understanding of "PK-16" career development theories, practices and programs, including the ability to facilitate student skill development. Task #8 In this task, the student is expected to write and implement a Developmental Guidance Lesson Plan for the middle or high school internship site that is focused on career development. Present the lesson plan to a classroom of students at the internship site under direct observation of the site supervisor. Directions After studying the foundations of a comprehensive school counseling program based on the ASCA National Model (2012) and the ASCA Mindsets & Behaviors (2014), develop and present a career developmental guidance lesson plan at a middle or high school internship site. This assignment should incorporate each of the following elements and be addressed in a two-page summary and reflection of what you learned by doing this activity: 1 Identify a student career competency from the ASCA Mindsets & Behaviors (2014) that will serve as the focus of your lesson plan. 2 Identify the link between the career competency and the school s improvement goals or the school s mission. 3 Develop a developmental guidance lesson plan that addresses this career competency. Address each of the following components: a. The developmental appropriateness of the activity b. The goals and objectives of the activity. c. Discuss how diversity/culture may affect the planning and implementation of this activity. d. Description of the activity, including the directions presented to students in the classroom. e. Develop an evaluation plan that incorporates (1) process data (i.e., evidence that an event occurred), (2) perception data (i.e., changes in attitudes, knowledge or competencies); and (3) results data (i.e., effect of the activity or program on students resulting in changes/improvement in behavior, grades, attendance, school culture, or graduation rates). Present your lesson plan to students in a middle or high school classroom while under direct observation (live or recorded). PI 34 Pupil Services Standards Addressed: 1.1, 1.2, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2, 6 Page18

19 Demonstrate knowledge of developmental approaches to assist all students and parents at points of educational transition such as, home to elementary school, elementary to middle to high school and high school to postsecondary options. Task #9 In this task, the student is to create and deliver a presentation geared towards parents and students on a transition issue (e.g., grade level changes, school to post-secondary education/work). Directions Create and present a 45 minute presentation geared towards parents and students on a transition issue (e.g., grade level changes, school to post-secondary education/work). This assignment should incorporate each of the following elements and be addressed in a one-two page summary and reflection of what you learned by doing this activity: 1. Identify a student competency that is focused on a transition issue from the ASCA Mindsets & Behaviors (2014) that will serve as the focus of your presentation. 2. Identify the link between the transition competency and the school improvement goals or the school s mission. 3. Describe the presentation including the goals/tasks to be accomplished. 4. Identify the intended outcomes of the presentation and write two or three objectives that reflect your expected outcomes. 5. Develop an evaluation plan that incorporates (1) process data (i.e., evidence that an event occurred), (2) perception data (i.e., changes in attitudes, knowledge or competencies); and (3) results data (i.e., effect of the activity or program on students resulting in changes/improvement in behavior, grades, attendance, school culture, or graduation rates). PI 34 Pupil Services Standards Addressed: 1.6, 1.9, 1.10, 3, 6, 7 Page19

20 Demonstrate an understanding of relevant state and federal laws, institutional rules, regulations and standards along with the national and ethical standards of the American School Counselor Association. Task #10 This task represents a summary of the results of evaluation data collected over the course of CON 796 Internship I & CON 797 Internship II and a graded paper that addresses Ethical Issues in the School Setting. Directions Evaluation of your understanding of the 2010 ASCA Ethical Standards relies on feedback provided on the evaluation forms completed by the on-site internship supervisors as well as the feedback from the CON 796 & CON 797 Internship I & II instructor. The final semester ratings made by the on-site supervisors at the end of the first and second semesters are used in part to complete this task. The paper addressing ethical issues in the school setting included in your portfolio should be introduced by a brief interpretive paragraph specifically explaining how this paper demonstrates competence related to the principals embedded in this standard. Your paragraph should include the following information: 1. The name of the paper and the context in which it was written. 2. When the paper was written. 3. Any grade or feedback you may have received. 4. Reflect on how the paper addresses a specific standard and demonstrates the depth and breadth of what you learned from writing the paper. PI 34 Pupil Services Standards Addressed: 1.9, 3, 4 CON 797 Ethics Paper Page20

21 Demonstrate the ability to utilize research, student data and institutional assessments to improve school counseling programs and recommend systematic changes that will improve the learning environment for all students. Task #11 In this task, the student is expected to interpret the results or outcome data at the internship site and then make recommendations for student improvement. Directions Choose one of the following options: (1) Interpret standardized test date and make school-wide, classroom and counseling recommendations to improve student performance; (2) identify achievement gaps using ASCA Model (2012) templates and make school-wide, classroom and counseling recommendations to improve student performance; (3) Conduct a comprehensive student needs assessment at the internship site and make school-wide, classroom and counseling recommendations to improve student performance. This assignment should incorporate each of the following elements and be addressed in a two-three page paper incorporating the following: 1. A written summary of the activity; 2. A description of the procedures used to collect the data and assess the results; 3. A summation of the results; 4. Your personal interpretation of and reaction to the results; and 5. School-wide, classroom and counseling recommendations to improve student performance in a specific area. PI 34 Pupil Services Standards Addressed: 1.2, 1.8, 3, 6 Page21

22 Demonstrate an understanding of current and emerging technology in education and school counseling to assist students, families, and educators in making informed academic, career, and social/emotional choices. Task #12 In this task, the student will demonstrate an understanding of current technology in education and school counseling to assist students, families, and educators in making informed academic, career and social/emotional choices. Directions To address this task you will need to identify a developmental guidance activity for which it would be appropriate to include an aspect of technology (e.g., audio-visual aids, computer-based, web-based) in the presentation of a guidance lesson. Present the developmental guidance lesson and then write a 1-2 page summary of the activity and discuss the summary with your on-site supervisor during the course of your weekly supervision. This task can be completed in an elementary, middle or high school setting. Address the following points in your summary: 1. Identify the technology used in the developmental guidance lesson plan and explain why you selected this particular resource. 2. Describe how you evaluated the appropriateness or the technology for this classroom setting. Be sure to discuss the strengths and weaknesses of this resource. 3. Reflect on the results of the use of this technology. In other words, how did the students respond/react? 4. Describe your general assessment of this technology as a resource for school counseling practice. 5. Attach a one page printout or copy of what students saw. This summary should be presented to and discussed with your on-site supervisor. Have your supervisor sign the summary report and place this signed report in your portfolio. PI 34 Pupil Services Standards Addressed: 1.4, 1.6, 1.7, 3 Page22

23 Demonstrate an understanding of and how to acquire ongoing professional development and reflection in helping to continually evaluate school-counseling services. Task #13 For this task, the Internship Learning Agreement (ILA) is written as a fluid document that addresses specific learning goals to be accomplish in each internship setting. Directions The initial ILA should (7-10 typed pages) include: A statement of your intended future professional goals and areas of counseling practice. A statement of your personal theory of counseling (i.e., Adlerian, person-centered, cognitivebehavioral), as well as how this theory supports your personal worldview and how you plan to implement this theory in your counseling practice. A plan for the fall semester s internship that documents learning goals (what do I want to learn in each setting during this internship?), corresponding learning activities (what specific action will I take to meet these goals?), and objective/measurable outcome criteria (how will I know if I did or did not reach my learning goals?). The initial ILA must be reviewed, approved, and signed by the student, the site supervisor and the faculty supervisor within the first two weeks of internship during semester one. The ILA will be revised at the end of the first semester. The first revision of the ILA for semester two includes: Address the degree to which you met your goals and discuss what helped and hindered you in meeting them. Discuss unmet goals and what measures you will take to continue working on them in future internship experiences. Include additional goals for the next semester of internship and will discuss your current strengths and growth areas. The revised ILA must be reviewed, approved, and signed by the student, the site supervisor and the faculty supervisor within the first two weeks of internship during semester two. The final ILA is written at the end of the internship. The final ILA should be discussed with and signed by your on-site supervisor and presented to your faculty supervisor for final evaluation A description of any developments in your emerging theory of counseling. A reflection statement that describes your growth during your training to become a school counselor under the subheading Growth as a Counselor (include professional strengths and growth areas, addressing both intra- and interpersonal components). A reflection on the knowledge, dispositions and skills you need to further develop and improve to become a school counselor under the subheading Areas of Future Development. Please Note: Compile all versions of the ILA and submit for evaluation of this portfolio task. PI 34 Pupil Services Standards Addressed: 1.9 CON 730, CON 796, CON 797 ILA assignment Page23