University of Southern California Rossier School of Education. School Counseling Fieldwork Evaluation

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1 University of Southern California Rossier School of Education School Counseling Fieldwork Evaluation INSTRUCTIONS Candidate Provide a brief summary of this semester s activities in each of the program areas. Provide a self-evaluation of your competency in each area. Discuss your self-evaluation with your site supervisor. Make a copy for yourself and submit original to your site supervisor. Site Supervisor Review the candidate s self-evaluation and discuss with him/her. Provide your evaluation of the candidate s competency in each program area. Provide comments in support of your evaluation, especially if your have concerns or commendations. Make copies for yourself and the candidate, submit original to the Fieldwork Coordinator. Evaluation Rating Description NA= No opportunity to develop this skill in this setting. 5= Outstanding. Candidate s overall understanding and application of knowledge consistently exceeds expectations. 4= Above Average. Candidate understands the knowledge and applies the skill. 3= Adequate. Candidate needs time and practice. 2= Marginal. Candidate shows some understanding of the area and is beginning to recognize how it might be applied. 1= Weak. Candidate shows little evidence of understanding the area and/or of demonstrating the skill. 1

2 Candidate Name Semester Year Site Supervisor Core Knowledge Base and Foundations Foundations of the School Counseling Profession Self Supervisor 1. Demonstrates knowledge and understanding of the history, philosophy and trends of the school counseling profession including significant state and national events and factors. 2. Demonstrates knowledge and understanding of the domains of educational counseling including academic, career, and personal and social development. 3. Demonstrates knowledge of how school counseling programs and services promote student development, learning and achievement. Professionalism, Ethics and Legal Mandates Self Supervisor 4. Demonstrates knowledge of legal mandates affecting school counselors and pupils. 5. Applies appropriate ethical standards and practices to specific counseling situations. 6. Demonstrates knowledge and understanding of the necessity for ongoing education as a part of professional development. 2

3 Domains of School Counseling and Guidance Academic Development Self Supervisor 7. Demonstrates knowledge of the application and rationale of state adopted curriculum standards and frameworks to academic development. 8. Demonstrates knowledge of and skill in improving pupils selfconcept and academic achievement, including: motivation to learn confidence as a learner, pride in achievement, acceptance of mistakes as essential to the learning process, and development of attitudes and behaviors that lead to successful learning. 9. Demonstrates knowledge and skill in accessing admission requirements for public and private colleges and universities, vocational and trade schools, and other post-secondary training opportunities Career Development Self Supervisor 10. Demonstrates knowledge of the world of work, employment trends, career clusters and pathways, career choice theories, and schoolbased career development programs. 11. Demonstrates knowledge of and skill in career development program planning, organization, implementation, administration and evaluation. 12. Demonstrates knowledge of and skill in using assessment instruments and techniques relevant to career planning and decision making Personal and Social Development Self Supervisor 13. Enables pupils to acquire knowledge of their own personal strengths, assets, personal values, beliefs and attitudes. 14. Demonstrates the ability to: assist pupils in identifying short and long-term goals; set realistic and achievable goals; and develop a plan of action for successfully achieving those goals. 15. Demonstrates skill in helping pupils to: respect alternative points of view; recognize, accept, respect and appreciate individual differences; and appreciate cultural diversity and family configuration patterns. 3

4 Themes of School Counselor Preparation Leadership Self Supervisor 16. Demonstrates the knowledge of effective leadership inplanning, organizing and implementing a counseling and guidance program designed to increase student learning and achievement. 17. Demonstrates development as a leader in education reform and school change efforts. 18. Demonstrates knowledge of funding sources and budget issues concerning programs that promote student learning and academic achievement. Advocacy Self Supervisor 19. Demonstrates knowledge of current and potential biases and discrimination in educational programs, services and systems that limit, impede or block the highest educational attainment possible for all pupils. 20. Demonstrates knowledge of the barriers to the highest learning and achievement for all pupils, and how they can limit the future educational and career outcomes for pupils. 21. Demonstrates knowledge of the academic and learning required for pupils to be eligible for admission to a four-year college or university. Learning, Achievement and Instruction Self Supervisor 22. Demonstrates knowledge of effective classroom management strategies, techniques and practices and skill in applying classroom management principles to guidance instruction. 23. Demonstrates an understanding of classroom dynamics and instructional activities and materials that are appropriate for pupils with diverse needs, interests and learning styles. 24. Demonstrates skill in organizing and implementing in-service education programs for school staff focused on the issues related to counseling and guidance. 4

5 Functions of School Counselors Individual Counseling Self Supervisor 25. Demonstrates knowledge of and skills in applying theories of counseling as they pertain to counseling pupils in schools. 26. Demonstrates knowledge of and skill in assisting individual pupils identify and express feelings, contain intense and overwhelming emotion, and work through emotional conflicts and problems. 27. Demonstrates knowledge of the assessment of student mental and emotional problems for the purposes of determining appropriateness and selection of supportive programs and services. Group Counseling and Facilitation Self Supervisor 28. Demonstrates knowledge of group theory, group dynamics, and types of groups relevant to working in schools. 29. Demonstrates knowledge of and skill in leading small groups directed towards promoting the academic, personal, social and career developments of pupils 30. Demonstrates knowledge of and skill in facilitating teams and committee meetings of individuals working on education related tasks Collaboration, Coordination and Team Building Self Supervisor 31. Demonstrates knowledge of effective collaboration programs and services that integrate parents, family and community members and community agency personnel to increase student learning and academic achievement. 32. Demonstrates knowledge and skill in team building. Self Supervisor 33. Demonstrates knowledge of and skill in coordinating guidance activities through which pupils develop competency in selfmanagement, communication, interpersonal interaction, and decision-making. Organizational Systems and Program Development Self Supervisor 34. Understands basic principles of organizational theory and change theory so as to be able to lead and work collaboratively as a part of a total educational team. 35. Understands the techniques used to guide, motivate, delegate, and build consensus in program development and the achievement of results. 36. Demonstrates knowledge of and skill in designing and implementing the evaluation of a counseling and guidance program. Prevention Education and Training Self Supervisor 37. Demonstrates knowledge of and skill in identifying early signs and predictors of student learning problems. 38. Demonstrates knowledge of and skill in developing, organizing, presenting and evaluating educational programs designed to prevent learning difficulties and promote learning success. 39. Demonstrates knowledge of and skill in working with teachers to implement and evaluate educational programs designed to prevent learning problems and promote student learning success and high academic achievement. 5

6 Research, Program Evaluation and Technology Self Supervisor 40. Demonstrates knowledge about basic principles of research design in education and psychology. 41. Is proficient in the use of relevant technology in order to (a) conduct and disseminate research, (b) access information and (c) evaluate pupil progress?. 42. Demonstrates an understanding of research methods, statistical analysis, needs assessment and program evaluation. Signatures Site Supervisor Name Site Supervisor Signature Date I have discussed this evaluation with my site supervisor and have received a copy. I understand that if I do not agree with this evaluation I may submit a letter in duplicate stating my position Student Name Student Signature Date A copy of this evaluation is to be retained by the evaluator and a copy provided to the student. The original is to be given to the University Fieldwork Coordinator. 6

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