Supervised Fieldwork: A Guide for Educational Counseling Candidates

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1 Supervised Fieldwork: A Guide for Educational Counseling Candidates Summer 2014 (Revised Fall 2014) Educational Counseling Program

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3 Table of Contents Welcome to Fieldwork... 5 College of Education and Organizational Leadership Conceptual Framework: Guiding Principles... 6 Educational Counseling Program Program Philosophy... 6 Program Goal... 6 Dispositions... 7 Educational Counseling Program Options... 8 Technology Requirements... 8 Course Sequence & Prerequisites Liability Insurance... 9 CBEST... 9 Professional Ethical Standards Professional Membership Fieldwork Requirements PPS & PPS w/ SBBC SFBC additional requirements M.S. w/o PPS Candidate Responsibilities SFBC additional requirements On- site Supervisor Responsibilities University Supervisor Responsibilities Registration Procedures Remediation Procedures Cancellation Policy Frequently Asked Questions Program & Accreditation Standards PPS 583A/B/C Syllabus Learning Outcomes

4 Table of Contents Appendices Placement Agreement- Appendix A Fieldwork Objectives- Appendix B Summary and Weekly Logs- Appendix C Verification of Hours- Appendix D Evaluations- Appendix E Candidate Dispositions- Appendix F Credentialing Process- Appendix G California School Counseling Program Standards- Appendix H Documentation Formatting- Appendix I

5 Welcome to Fieldwork. This is an exciting time as you begin to apply your academic learning to a professional education setting. Supervised Fieldwork courses will provide you with an opportunity to gain valuable experience as you prepare to become leaders and advocates in education. Here at the University of La Verne we are dedicated to providing you with an opportunity that is comprehensive and culturally responsive. The School Counseling Program is accredited by the California Commission on Teacher Credentialing (CCTC) and the National Council for Accreditation of Teacher Educators (NCATE). Our carefully structured field- based coursework has been designed to meet accreditation standards and give you an opportunity to practice the skills you will need to perform as an entry level school counselor. This handbook will help to familiarize you with fieldwork expectations and serve as your guide to the successful completion of Supervised Fieldwork courses. It is important to read the entire manual before beginning field experience and keep it as a reference. While I have tried to make this handbook as comprehensive as possible, it is not possible to address all aspects of the field- based experience. Additional guidelines are on the school counseling website at counseling/ As the Fieldwork Coordinator, I will communicate with you primarily through university , and the school counseling webpage. Your field experience course instructor will meet with you bi- monthly. The purpose of these meetings is to mentor and guide you as you step into this new professional role. I look forward to sharing this experience with you. Please feel free to contact me if you have questions or concerns about your placement. My door is always open... Kathy Elderson, Ed.D., P.P.S. Coordinator, Educational Counseling Field Experience Director, Internship Credential Program 5

6 COLLEGE OF EDUCATION AND ORGANIZATIONAL LEADERSHIP CEOL Conceptual Framework - Guiding Principles Caring is evident in the way we interact with students, colleagues, and the community. Our programs prepare caring professionals with essential interpersonal skills and key positive dispositions. Excellence is a cornerstone of our certificate, credential, masters, and doctoral programs. We inspire students to achieve beyond their expectations. Leadership brings out the best in everyone. We equip our graduates to be leaders in schools, organizations, and their communities. Diversity is a wonderful attribute of our schools and communities. Our programs celebrate diversity, teaching the knowledge and skills necessary to be successful in a wide range of settings with all people. Educational Counseling - Program Philosophy The University of La Verne s Educational Counseling program prepares candidates to become holistic, academically well prepared leaders, advocates, and social agents in education and the larger community. Our program supports a culture of caring that includes a strong commitment to equity across all domains, including the academic, career, personal and social domains defined by the National Standards for School Counseling. Emphasis is placed on social justice, mindfulness, creativity, excellence, and community involvement. Candidates are trained as advocates for all students, as well as collaborators with families, other educators, and the global community. Through this program candidates will increase their capacity for critical thinking and self- reflection. They will develop the courage and skills to challenge biases and stereotypes, to appreciate diversity, and become transformative leaders in schools and communities. Educational Counseling - Program Goal Through the Master of Science in Educational Counseling and the Pupil Personnel Services (PPS) Credential program, candidates gain the knowledge and skills needed to become confident and effective school counselors serving youth from pre- kindergarten through community college. 6

7 COLLEGE OF EDUCATION AND ORGANIZATIONAL LEADERSHIP Candidate Dispositions: Prior to full admission into the M. S. in Educational Counseling program candidates are required to read, understand, and make a commitment to continued personal and professional development of the following dispositions. Educational counseling candidates are expected to demonstrate dispositional growth throughout the course of their program. Intellectual Commitment Respectfulness Professionalism Empathy Socio- cultural Competence Responsibility Commitment to Professional Development Ethical Behavior Demonstrates formal thinking capacity (think critically, collect and analyze data, anticipate multiple consequences, make sound decisions, and open to alternative viewpoints). Appropriately responds to and communicates with others, including hearing feedback and responding constructively to criticism. Reflective and willing to wrestle with ideas outside of her/his own cognitive framework. Demonstrates awareness of personal and professional style, strengths, and weaknesses. Monitors personal and professional performance and plans appropriate self- improvement. Has a sense of humor and relates happily with students, faculty, and others in a flexible non- defensive manner. Demonstrates patience, flexibility, and compassion in working with others. Normally relaxed around adults and children. Able to give others positive attention and reinforcement. Demonstrates good attending behavior and is respectful of differences in values, styles, and cultures. Takes responsible action when faced with problems and conflicts. Communicates directly and willingly accepts responsibility for errors or negative impact on others. Enjoys and is committed to learning about, with, and from students, peers and faculty. Open to new ideas and feedback in order to remain current and committed to the profession. Maintains the highest level of integrity, honesty, confidentiality, and fairness both personally and professionally at all times. 7

8 M. S. EDUCATIONAL COUNSELING PROGRAM OPTIONS Students admitted to the Educational Counseling M. S. have four options: Educational Counseling M.S., a 46 unit master s degree, preparing qualified candidates to serve in community based organizations or colleges. (Requires PPS 583 A & PPS 583 B) Educational Counseling M.S. with Pupil Personnel Services Credential (PPS), a 48 unit master s degree and credential, which has been approved by the California Commission on Teacher Credentialing and prepares qualified candidates to become professional school counselors in grades K- 12. (Requires PPS 583 A, PPS 583 B & PPS 583C) Educational Counseling M.S. with PPS Credential with a concentration in School and Family Based Counseling (SFBC), a 60 unit master s degree and credential which satisfies the educational requirements of the Board of Behavioral Sciences toward the Licensed Professional Clinical Counselor (LPCC) and prepares qualified candidates for the PPS credential. (Requires PPS 583 A, PPS 583 B & PPS 584) Educational Counseling M.S. with PPS Credential with a concentration in Spanish Bilingual Bicultural Counseling (SBBC), a 57 unit master s degree and credential which uniquely prepares qualified candidates for working with Latina/o students in California schools. (Requires PPS 583 A, PPS 583 B & PPS 583C) For additional information, please refer to the University of La Verne catalog or contact your faculty advisor. TECHNOLOGY REQUIREMENTS Educational counseling candidates are encouraged to learn and apply current and emerging technologies. Technology in educational counseling can be used to guide academic, career, and personal/social choices. It is a requirement of the program that you learn to use technology to gather and disaggregate information (i.e., student information system data, school district report cards, etc.). You are encouraged to use technology and web resources to enhance student engagement and learning. Additionally, you should become acquainted with emerging social media technology that supports communication within the educational setting. While enrolled in the Educational Counseling Program, you are required to use the University s web- based learning community (Blackboard) and assessment system (TaskStream). 8

9 COURSE SEQUENCE & PREREQUISITES The Educational Counseling Program is structured sequentially to provide fundamental content knowledge for educational counselors prior to fieldwork. In the second year of the program courses continue to build a foundation of professional knowledge for candidates. Supervised Fieldwork- Level I (PPS 583A) will begin after candidates meet prerequisites and practicum hours. Candidates may register for subsequent fieldwork classes (PPS 583B & PPS 583C or PPS 584) after credit is issued for the previous fieldwork class. Fieldwork Prerequisites: Ø PPS Individual Counseling Skills Ø PPS Group Counseling Skills Ø PPS Introduction to School Counseling Ø PPS School Counseling Theories Candidates must complete all pre- requisites with a B or better. Candidates in the SFBC concentration must meet additional course prerequisites listed in the catalog before enrolling in PPS 584. Practicum Ø One hundred (100) hours of practicum experiences are built into the four prerequisite classes listed above. Practicum activities are designed to prepare counselor candidates for supervised fieldwork by providing a wide variety of experiences which familiarize them with the role and responsibilities of a professional school counselor and help them gain an understanding of the complexities of the school culture. Professional Liability Insurance Ø All candidates must be covered by professional liability insurance throughout fieldwork and/or internship experiences. Evidence of coverage must be presented to your university supervisor before you begin field experience. You may obtain coverage through the following organizations: California School Counseling Association ca.org/ American School Counselor Association American Counseling Association 9

10 Tuberculosis Clearance Ø All candidates are required to have TB clearance before admission to the Educational Counseling Program. Evidence of clearance must be presented to your university supervisor before you begin field experience. Certificate of Clearance Ø All candidates are required to have a valid Certificate of Clearance or California Teaching Credential before admission to the Educational Counseling Program. The Certificate of clearance must be presented to your university supervisor before you begin field experience and must be kept current while enrolled in fieldwork. CBEST Ø Candidates are required to pass all sections of the California Basic Educational Skills Test (CBEST) before being admitted to the Educational Counseling Program with PPS credential and the SFBC or SBBC concentrations. Students pursuing the MS in Educational Counseling without the PPS or SFBC/SBBC concentrations do not need the CBEST, however students that have not passed the CBEST may not work in public k- 12 schools. Fieldwork Co- requisites: Ø PPS Counseling Diverse Populations Ø PPS 574- Facilitation, Consultation, and Collaboration Ø PPS School Guidance Seminar (SFBC candidates will take PPS 544) Ø PPS School Safety & Crisis Prevention The co- requisite courses have key assignments that require candidates to be working at a fieldwork site, please plan accordingly. 10

11 PROFESSIONAL ETHICAL STANDARDS All field experience candidates are required to be familiar with and conduct themselves according to the ethical standards of the American School Counselor Association (ASCA) and American Counseling Association (ACA), and any other professional association applicable to the candidate s site. Failure to do so may result in disciplinary action and possibly removal from the program. ASCA Ethical Standards for School Counselors ACA Ethical Guidelines for Counselors, Supervisors, and Researchers: PROFESSIONAL SCHOOL COUNSELING ASSOCIATIONS Professional membership is important and provides many benefits. It establishes your identity within a professional field of study and facilitates professional development through workshops, seminars, conferences, and professional publications. Membership in a professional organization provides you with opportunities to network and stay abreast of changes and trends. Many organizations offer professional liability insurance as a benefit of membership. Discounted student rates are available in most associations. School counseling candidates are encouraged to seek membership in the professional associations of their choice. There are several associations that are appropriate for master s level counseling students: the California Association of School Counselors (CASC), American School Counselor Association (ASCA), American Counseling Association (ACA), and the Counselors for Social Justice (CSJ). 11

12 REQUIREMENTS FOR M.S., EDUCATIONAL COUNSELING with the PUPIL PERSONNEL SERVICES CREDENTIAL OR PPS with SBBC concentration The following guidelines meet the minimum requirements set forth by the CCTC for a Pupil Personnel Service Credential with specialization in School Counseling. 1. A total of six hundred (600) clock hours of supervised field experience is required. 2. A minimum of four hundred (400) clock hours must be completed and supervised in public school settings with K- 12 students. i. Of those 400 hours, a minimum of two hundred (200) clock hours must be completed in each of two of the following three levels: Elementary Intermediate/Middle/Junior High High School ii. For those 400 hours the on- site supervisor must hold a PPS school counseling credential and have 2 years of experience as a school counselor in a California K- 12 public school setting. iii. The on- site supervisor must be an employee of the school district and work at the iv. school site where the fieldwork will be completed. The on- site supervisor must provide regular supervision meetings with the counselor trainee to offer guidance and discuss progress. One hour of on- site supervision is required each week. 5. Two hundred (200) of the six hundred (600) clock hours may be completed in an educational setting other than K- 12 public schools (e.g., adult schools, community colleges, and public or private community service agencies). The placement site must provide an experienced professional, with a master s degree in a counseling related field, to serve as the on- site supervisor. 6. A minimum of one hundred fifty (150) clock hours shall be devoted to issues of diversity. This requirement may be met by: Up to one hundred (100) clock hours in a diversity program or with the development and implementation of a program that addresses diversity issues AND At least fifty (50) clock hours working with at least ten (10) students (individually or in a group) of a racial or ethnic background different from that of the counselor trainee. OR All one hundred fifty (150) clock hours working with students of a racial or ethnic background different from that of the counselor trainee. 7. A maximum of forty- five (45) clock hours may be met through university supervisor- approved attendance at professional seminars, workshops, or conferences. 12

13 ADDITIONAL REQUIREMENTS FOR SFBC concentration SFBC candidates are encouraged to meet with their SFBC advisor to design a fieldwork plan that will meet their professional goals. Candidates must meet all of the requirements for the PPS in addition to the following SFBC concentration requirements. 1. Four hundred (400) clock hours completed and supervised in public school settings with K- 12 students must be completed prior to enrolling in the PPS 584 class. 2. Two hundred (200) of the six hundred (600) clock hours will be completed in PPS 584 and may be in an educational setting other than K- 12 public schools (e.g., adult schools, community colleges, and public or private community service agencies). i. The placement site must provide a supervisor with a California Board of Behavioral Sciences supervision license. ii. Of the 200 hours, a minimum of 150 clock hours must provide direct counseling service to prek- 14 students. REQUIREMENTS FOR M.S., EDUCATIONAL COUNSELING without the PPS The following guidelines meet the fieldwork requirements set forth by the University of La Verne for the MS in Educational Counseling. 1. A total of four hundred (400) clock hours of supervised field experience is required. 2. Students pursuing the master s degree without the PPS will complete 400 hours in an educational setting that best meets their professional needs (e.g., adult schools, community colleges, and public or private community service agencies). Students that have not passed the CBEST may not work in public K- 12 schools. 3. The placement site must provide an experienced professional with a master s degree in a counseling related field to serve as the on- site supervisor. 4. A minimum of one hundred fifty (100) clock hours shall be devoted to issues of diversity. This requirement may be met by: Up to seventy- five (75) clock hours in a diversity program or with the development and implementation of a program that addresses diversity issues. AND At least twenty- five (25) clock hours working with at least ten (10) students (individually or in a group) of a racial or ethnic background different from that of the counselor trainee. OR All one hundred (100) clock hours working with students of a racial or ethnic background different from that of the counselor trainee. 5. A maximum of thirty (30) clock hours may be met through university supervisor- approved attendance at professional seminars, workshops, or conferences. 13

14 COUNSELOR TRAINEE RESPONSIBILITIES DURING FIELDWORK 1. Counselor trainees are responsible for establishing a schedule at the placement site that is compatible with the site supervisor s schedule and assures that the trainee will be able to acquire a minimum of 200 hours. Please be aware that some fieldwork sites may require a commitment of one semester or academic year. 2. The first few visits to a fieldwork site should be spent getting to know the staff, organizing your schedule, and identifying learning objectives. This relationship- building time is crucial to establishing yourself as part of the school system. As a counselor trainee you are required to operate within the procedures and policies of the school/district or agency. 3. Arranging release time from work to complete the fieldwork requirement is the responsibility of the counselor trainee. 4. Counselor trainees currently employed by the potential fieldwork site must arrange release time with their school administrator. They must be able to perform the duties of a professional school counselor, and the duties must be outside the scope of their current job responsibilities. Counselor trainees may not engage in activities that present ethical concerns (professional conflict of interest and dual relationships). 5. Counselor trainees are responsible for providing the on- site supervisor with a copy of the A Guide for On- Site Supervisors: University of La Verne s Educational Counseling Program. counseling 6. Counselor trainees are responsible for seeking assistance from on- site supervisors and/or university supervisor when dealing with unfamiliar, difficult, or high- risk situations or cases. ADDITIONAL RESPONSIBILITIES FOR SFBC concentration - Please refer to your PPS 584 syllabus for current supervision information. 1. Counselor trainees are responsible for locating a licensed clinical supervisor for the 200 hours completed in PPS Counselor trainees are responsible for collecting a minimum of 150 clock hours of direct counseling service to prek- 14 students. 14

15 ON- SITE SUPERVISOR RESPONSIBILITIES- following are the minimum requirements for supervision for the PPS credential. 1. On- site supervisors will provide counselor trainees with a thorough orientation to the school site and its personnel, administrative policies, standards, and practices. 2. On- site supervisors will provide opportunities for counselor trainees to develop a broad and diverse role, including development of leadership, advocacy, counseling skills, facilitation and consultation skills, and gaining experience in data- based decision making for the purpose of program design and evaluation. 3. On- site supervisors must ensure there is no personal or professional relationship with the counselor trainee, which may be cause for conflict of interest (e.g., a principal who regularly evaluates the counselor trainee as a teacher). 4. On- site supervisors will ensure that the counselor trainee s role and responsibilities at the site are appropriate for the level of training received, and are communicated to the appropriate staff. The on- site supervisor will assist the counselor trainee in identifying appropriate learning objectives for the site. 5. On- site supervisors will communicate issues of unsatisfactory performance or personal characteristics that prevent successful completion of fieldwork. UNIVERSITY SUPERVISOR RESPONSIBILITIES- following are the minimum requirements for supervision for the PPS credential. 1. The University supervisor will provide an orientation for fieldwork processes, documentation requirements, and evaluation procedures. 2. The University supervisor will facilitate all supervision classes; meeting with candidates bi- monthly during the semester/term. 3. The University supervisor will assure that the candidate is eligible for fieldwork only after verifying practicum hours, certificate of clearance, TB clearance, and professional liability insurance. 4. The University supervisor will make fieldwork site visits to discuss counselor trainee s progress and complete an observation of the counselor trainee. 15

16 FIELD EXPERIENCE REGISTRATION PROCEDURES Main Campus Registration: Prior to registration, candidates will be contacted by the Fieldwork Coordinator to determine eligibility and class selection. Do not register until you have been notified of class availability and registration specifics. At the end of each semester an In Progress (IP) grade will be given to each candidate. The intent of the IP policy is to allow candidates additional time to complete the required hours. Candidates who receive IP grades must maintain satisfactory academic progress. An IP grade will become an NCR if not cleared within one year following the term of registration. Satisfactory academic progress includes continued attendance in class meetings and participation in fieldwork at an approved site. Registration for Supervised Field Experience - PPS 583B and PPS 583C: Candidates may not register or collect hours for PPS 583B or PPS 583C until completing prerequisite courses (PPS 583A & PPS 583B) and successfully submitting all documentation to the university supervisor. Once candidates have clearance from the University Supervisor he/she may count up to 50 hours of field experience prior to registration in the subsequent course, as long as the University Supervisor is notified and available to continue supervision. Candidates must continue to attend fieldwork supervision classes during the transition between courses. Continuous Registration for Field Work: Candidates who receive an IP for PPS 583A/B/C and have not earned credit within one year following the end of the term of registration can extend their registration for six months with a one- semester- hour extension fee. A maximum of four six- month extensions may be permitted within the five- year time limit for the completion of the degree. Additional Registration Information For SFBC concentration Candidates in the SFBC concentration will take PPS 584 in place of PPS 583C. Candidates must meet all course prerequisites listed in the catalog before enrolling in PPS 584. Regional Campus Registration: Candidates are required to register with their assigned cohort in the first term Supervised Fieldwork is offered. An In Progress Grade (IP) will be given at the end of the term. At the end of each term an In Progress (IP) grade will be given to each candidate. The intent of the IP policy is to allow candidates additional time to complete the required hours. Candidates who 16

17 receive IP grades must maintain satisfactory academic progress. An IP grade will become an NCR if not cleared within one year following the term of registration. Satisfactory academic progress includes continued attendance in class meetings and participation in fieldwork at an approved site. Please contact your advisor for information on regional campus registration. Registration for Supervised Field Experience - PPS 583B and PPS 583C: Candidates may not register or collect hours for PPS 583B or PPS 583C until completing prerequisite courses (PPS 583A & PPS 583B) and successfully submitting all documentation to the university supervisor. Once candidates have clearance from the University Supervisor he/she may count up to 50 hours of field experience prior to registration in the subsequent course, as long as the University Supervisor is notified and available to continue supervision. Candidates must continue to attend fieldwork supervision classes during the transition between courses. Additional Registration Information For SFBC concentration Candidates in the SFBC concentration will take PPS 584 in place of PPS 583C. Candidates must meet all course prerequisites listed in the catalog before enrolling in PPS 584. NOTE: APPROVE ALL EXCEPTIONS TO THE ABOVE POLICIES MUST BE APPROVED IN WRITING BY THE FIELDWORK COORDINATOR. REMEDIATION OF FIELD EXPERIENCE PLACEMENT In the event of problematic candidate behavior at a fieldwork site the following steps may be initiated: Ø Difficulty will be documented by the site supervisor and reported to the University supervisor. Ø The University supervisor will notify the Fieldwork Coordinator. Ø A conference will be set up with Lead Regional Faculty to discuss remedial steps. Ø The candidate will be notified in writing as to the next steps. 17

18 CANCELLATION OF FIELD EXPERIENCE PLACEMENT Most problems at the fieldwork site will be handled by the on- site supervisor. Serious or on- going problems should be brought promptly to the attention of the university supervisor. Site personnel may cancel the field experience placement without cause. The action and reason for cancellation should be discussed with the university supervisor and communicated to the counselor trainee in advance of the cancellation. The university supervisor may withhold or cancel any field experience placement without cause. The action and reason for withholding/canceling should be discussed with the Fieldwork Coordinator, appropriate school/district/agency personnel, and communicated to the counselor trainee. FREQUENTLY ASKED QUESTIONS While the intent of this handbook was to make it as comprehensive as possible, it is not possible to address all aspects of the field- based experience, herein. Your fieldwork instructor will answer questions specific to your placement and in alignment with your professional goals. More information can be found on the school counseling website counseling/ 18

19 PROGRAM STANDARDS The University of La Verne has taken the CCTC Standards required for Professional School Counselors (Column II) and developed nine categories of experience into which candidates are required to log their weekly fieldwork hours (Column I). Candidates are required to meet all state standards. COLUMN I 1. Personal/Social ULV Categories Number (1-9) and Title (Column I) COLUMN II Corresponding California State Standard Number and Title (Column II) 3. Socio- Cultural Competence 8. Self- Esteem and Personal and Social Responsibility 14. Human Relations 21. Personal and Social Development 25. Individual Counseling 26. Group Counseling and Facilitation 2. Career 20. Career Development 3. Academic 4. Assessment 4. Assessment 5. Family/School Interactions 6. Pupil Support Systems Team Building, Professional Leadership 2. Growth and Development 5. Comprehensive Prevention and Early Intervention for Achievement 11. Learning Theory and Educational Psychology 19. Academic Development 24. Learning, Achievement, and Instruction 29. Prevention Education and Training 7. Family- School Collaboration 10. Consultation 12. Professional Leadership Development 13. Collaboration and Coordination of Pupil Support Systems 16. Supervision and Mentoring 17. Foundations of the School Counseling Profession 22. Leadership 27. Collaboration, Coordination, and Team Building 19

20 ULV Categories Number (1-9) and Title (Column I) Corresponding California State Standard Number and Title (Column II) 7. School Safety and Violence Prevention 9. School Safety and Violence Prevention 8. Advocacy, Ethics, Legal Mandates 9. Research, Program Design & Evaluation, Technology 6. Professional Ethics and Legal Mandates 18. Professionalism, Ethics, and Legal Mandates 23. Advocacy 15. Technological Literacy 28. Organizational and System Development 30. Research, Program Evaluation, and Technology Candidates are required to track the hours they accumulate in the nine categories and then separate them into one of the following three categories: 1. Individual 2. Group 3. Consultation/Collaboration/Coordination Candidates are required to track the number of hours they accumulate working with diverse populations as described in this handbook under Fieldwork Requirements for M.S. Education Counseling and Pupil Personnel Credential or M.S. Education Counseling without the PPS Many of the activities performed at a school site are multi- faceted and fit into more than one of the nine categories. Your university supervisor, and the CCTC standards will guide you in determining appropriate placement of activities in the Weekly Logs. A complete description of CCTC accreditation standards can be found at: prep/standards/pps.pdf 20

21 APPENDICES The following appendices will be your guide to ensuring that you meet the requirements for Supervised Fieldwork and are based on the Standards of Quality and Effectiveness for Pupil Personnel Services Credentials: School Counseling, School Psychology, School Social Work, Child Welfare and Attendance (2001). Appendix A- Placement Agreement Appendix B- Fieldwork Objectives Appendix C- Summary & Weekly Logs - Please note each site will require a minimum of 200 hours. Candidates may only work at one site at a time. Appendix D - Verification of Hours on school stationary Appendix E- Evaluations - site evaluation by candidate completed in TaskStream; on- site supervisor evaluation of candidate - provide original hard copy; and, university supervisor evaluation of candidate completed in TaskStream. Appendix F- Candidate Disposition Form Appendix G- Credentialing Process Appendix H- California School Counseling Standards Appendix I- Documentation Formatting NOTE: Keep a copy of all materials submitted to the University Supervisor. If paperwork is lost or damaged in transi, you will be required to supply a copy of signed documentation. 21

22 APPENDIX A- Placement Agreement The goal for field experience is to provide a learning experience at a district school site that will enhance the learning experience for graduate candidates enrolled in the Educational Counseling program. The purpose of this agreement is to determine that placements are consistent with the goals and objectives of the University and CCTC. The Placement Agreement is to be completed prior to starting fieldwork at the site. This is a formal agreement between all parties. It designates the number of hours to be collected and length of time to be spent at a site. The Placement Agreement form can be found and downloaded from the ULV PPS website. counseling/supervised- fieldwork- resources/ Note: Bring 2 completed copies to your university instructor- one for the university fieldwork file and one that you will retain for your records. 22

23 Placement Agreement The University of La Verne School Counseling Program Candidate Name (Type) Name of Supervisor (Type) Name of Site (do not abbreviate) & Address (Type) Site supervisor phone # Site supervisor address * Note a minimum of 2 years of experience is required in order to serve as a site supervisor. I have received and read the guidelines for the School Counseling Field Experience, and I agree to supervise Candidates name from Date to Date I agree that I can provide the experiences and supervision necessary to meet California Commission on Teacher Credentialing and American School Counselor Association the standards for the profession. Site Supervisor (signature) Date I agree to accept a field experience at the above named site and to abide by district guidelines. Counselor Candidate (signature) Date 23

24 APPENDIX B Fieldwork Objectives This form is to be completed by the 2 nd week of your field placement with the assistance of the on- site supervisor and university supervisor. Many of the activities performed at a school site are multi- faceted and can fit into more than one of the nine categories. When completing this document CCTC standards (Appendix H) should help determine appropriate activities. Sites are not required to provide activities in all categories, but are to provide as comprehensive an experience as possible within the time frame the counselor trainee is at the site. It is the expectation of the university that over the course of the field experience that counselor trainees will design learning objectives to adequately meet each standard. The Field Experience Objective form can be found and downloaded from the ULV PPS website. counseling/supervised- fieldwork- resources/ Note: Bring 2 completed copies to your university instructor- one for the university fieldwork file and one that you will retain for your records. 24

25 Fieldwork Objectives The University of La Verne School Counseling Program Counselor Trainee: Placement Site: Grade Levels: Standard of Practice 1. Personal/Social Description of Activity (Please list activities you are planning in order to gain experience in each area) 2. Career 3. Academic 4. Assessment 25

26 Fieldwork Objectives Cont. 5. Family/School Interactions 6. Pupil Support Systems, Team Building, Professional Leadership 7. School Safety and Violence Prevention 8. Advocacy, Ethics, Legal Mandates 9. Research, Program Design & Evaluation Technology Counselor Trainee Date On- Site Supervisor Date University Supervisor Date 26

27 APPENDIX C Summary and Weekly Logs Activity logs should be completed on a weekly basis and checked by the University Supervisor at each class meeting. As a courtesy to the on- site supervisor, present the logs regularly for signing rather than waiting until the end of the field placement experience. The Excel format is designed to automatically add the hours in each section and transfer the total to the coversheet. Please refer to the ULV PPS website for a working sample of this form. counseling/supervised- fieldwork- resources/ NOTE: Do not have your on- site supervisor sign weekly logs until your University Supervisor has approved them. 27

28 APPENDIX D Verification of Hours This form is to be completed at the end of the field placement and signed by the on- site supervisor. This form must be printed on the site s official letterhead. The Verification of Hours form can be found and downloaded from the ULV PPS website. counseling/supervised- fieldwork- resources/ 28

29 Verification of Hours (School Letterhead) School Counseling Field Experience Placement Site Grade Level Counselor Trainee Supervisor Name (print) From To Total of Cumulative Hours As the counselor trainee, I verify that the hours indicated above are accurate. Candidate s Signature Date As the Site Supervisor, I verify that the hours indicated by the counselor trainee are accurate. Supervisor s Signature Date 29

30 APPENDIX E Evaluations The following evaluations will be completed for each site. Formative Evaluations- University supervisors will complete a formative evaluation of the counselor trainee during the fieldwork site visit. Summative Evaluations- Once candidates finish agreed upon site hours, the following evaluations are required: Summative Evaluation of the On- site Supervisor by Counselor Trainee At the end of each fieldwork placement, the counselor trainee will complete an on- line evaluation of their site. The evaluation will be completed in the CEOL assessment system, TaskStream. Summative Evaluation of the Counselor Trainee by On- site Supervisor This evaluation is completed by the on- site supervisor at the end of the fieldwork assignment. The counselor trainee will include the original evaluation in the final paperwork. Summative Evaluation of the Counselor Trainee by University Supervisor The university supervisor is required to discuss the evaluation with the counselor trainee before entering the information into the CEOL assessment system, TaskStream. Reference copies of all evaluations are located on the school counseling website: counseling/supervised- fieldwork- resources/ 30

31 APPENDIX F Candidate Disposition Form The Candidate Disposition form is used as a guide for professional attributes all candidates are expected to display in their fieldwork and/or internship setting. The dispositions are used throughout the program to assist candidates in identifying strengths and areas in need of improvement in their day to day interactions. This is a formal agreement between the University and the candidate and was introduced in PPS 546- Introduction to School Counseling. This form can be found and downloaded from the University of La Verne school counseling website. counseling/supervised- fieldwork- resources/ Dispositional Issues In the event of dispositional issues at the fieldwork site the following steps may be initiated: Ø Dispositional difficulty will be documented by the site supervisor and reported to the University supervisor. Ø The University supervisor will notify the Fieldwork Coordinator. Ø A conference will be set up with Lead Regional Faculty to discuss remedial steps. Ø The candidate will be notified in writing as to the next steps. 31

32 CANDIDATE DISPOSITION FORM Candidate Dispositions: Prior to full admission into the M. S. in Educational Counseling program candidates are required to read, understand, and make a commitment to continued personal and professional development of the following dispositions. Educational counseling candidates are expected to demonstrate dispositional growth in the course of their program. Intellectual Commitment Demonstrates formal thinking capacity (think critically, collect and analyze data, anticipate multiple consequences, make sound decisions, and open to alternative viewpoints). Respectfulness Appropriately responds to and communicates with others, including hearing feedback and responding constructively to criticism. Reflective and willing to wrestle with ideas outside of her/his own cognitive framework. Professionalism Demonstrates awareness of personal and professional style, strengths, and weaknesses. Monitors personal and professional performance and plans appropriate self- improvement. Has a sense of humor and relates happily with students, faculty, and others in a flexible non- defensive manner. Empathy Demonstrates patience, flexibility, and compassion in working with others. Normally relaxed around adults and children. Socio- cultural Competence Able to give others positive attention and reinforcement. Demonstrates good attending behavior and is respectful of differences in values, styles, and cultures. Responsibility Takes responsible action when faced with problems and conflicts. Communicates directly and willingly accepts responsibility for errors or negative impact on others. Commitment to Professional Development Enjoys and is committed to learning about, with, and from students, peers and faculty. Open to new ideas and feedback in order to remain current and committed to the profession. Ethical Behavior Maintains the highest level of integrity, honesty, confidentiality, and fairness both personally and professionally at all times. Candidate Name Signature Date 32

33 APPENDIX G Credentialing Process Once the following courses for the Pupil Personnel Service credential have been successfully completed candidates are eligible to apply for the PPS credential. EDUC 501 ASCD 503 PPS 504 PPS 543 PPS 546 PPS 549 ASCD 550 PPS 565 PPS 567 PPS 571 PPS 572 PPS 573 PPS 574 PPS 576 PPS 583a PPS 583b PPS 583c PPS 597 Educational Assessment (3) Educational Psychology (3) Methods of Research (3) School Guidance Seminar (3) Introduction to Counseling and Guidance (3) School Counseling Theories (3) Human Development (3) Career Development (3) School Safety and Crisis Prevention (2) Individual Counseling Skills (3) Group Counseling Skills (3) Counseling Diverse Populations (3) Facilitation, Consultation, and Collaboration Skills (3) Organizational Leadership and School Community Collaboration (2) Supervised Field Work Level 1 (2) (200 Clock Hours) Supervised Field Work Level II (2) (200 Clock Hours) Supervised Field Work Level III (2) (200 Clock Hours) Graduate Seminar in School Counseling (2) Contact the Credential Analyst for further information on the credentialing process: On- Campus: Larry Gaona Shawna Moon (909) (909) Off- campus: Please contact your advisor Diana Alvarado (909)

34 Appendix H California School Counseling Standards The California Commission on Teacher Credentialing Standards serve as a guide to the activities required during fieldwork. For a detailed explanation of each standard, please refer to the following document: Standards of Quality and Effectiveness for Pupil Personnel Services Credentials (2000, October). Available at: prep/standards/pps.pdf [2010, May 23] Generic Standards for all PPS Programs 2- Growth/Development 3 Socio- Cultural Competence 4 Assessment 5- Comp. Prevention/ Early Intervention for Achievement, 6 Professional Ethics and Legal Mandates 7 Family- School Collaboration 8- Self- Esteem Personal/ Social Responsibility 9 School Safety Violence Prevention 10 Consultation 11 Learning Theory and Ed. Psychology 12 Prof. Leadership Development 13 Collaboration/ Coordination 14 Human Relations 15 Tech. Literacy 16- Supervisio/Mentoring I. Core Knowledge Base and Foundation 17- Foundations of School Counseling Prof. 18- Prof. Ethics, and Legal Mandates II. Professional Skills and Training A. Domains of School Counseling/Guidance 19- Academic Development 20- Career Development 21- Personal and Social Development B. Themes of School Counselor Preparation 22 Leadership 23 Advocacy 24- Learning, Achievement, Instruction C. Functions of School Counselors Individual Counseling 26 - Group Counseling and Facilitation 27- Team Building Collaboration/Coordination 28 Org. Systems, Program Development 29 Prevention and Training 30 Research/ Program Evaluation /Technology 34

35 Appendix I Documentation Formatting The Educational Counseling Program requires the following documentation for each site placement. All Professional Development hours need to be logged and submitted separately. Please contact your course instructor for guidelines. How To Finish Fieldwork Documentation Packet: Total all 200 hours on the weekly log; Verify the Direct and Indirect contact hours on the cover sheet equal 200; Make sure all sheets have been signed and dated; Make a COPY of all pages for your personal records (ORIGINALS will be turned in to your university supervisor); make an appointment with your university instructor to review your final documentation. Place forms in the following order: Coversheet & Instructor Form (example on the following page) Verification of Hours- Appendix D Placement Agreement- Appendix A Fieldwork Objectives- Appendix B Summary & Weekly Logs- Appendix C Evaluations- Appendix E (Submit a hard copy of the on- site supervisor evaluation, all other evaluations will be completed on TaskStream) 35

36 UNIVERSITY OF LA VERNE Educational Counseling Program Supervised Fieldwork- PPS 583 (include A, B, or C) Date Fieldwork was completed (X/XX/XXXX) Submitted in partial fulfillment of the requirements for the M. S. in Educational Counseling First Last Name ID # Main or Regional Campus Name College of Education and Organizational Leadership 36

37 Instructor Form Candidate Name: 583A 583B 583C Candidate meets credential requirements- 600 hours- 400 hours at 2 levels Site: INCLUDE THE FOLLOWING INFORMATION Initial Fieldwork site start date: Verification of Hours Letter on Letterhead Stationary Fieldwork site end date: Verification of Placement Field Experience Planning Document Summary of Hours *Signed & dated* Field Experience Activity Log *Signed & dated* Total hours at this site Evaluation of Counselor Trainees by On- Site Supervisor University Supervisor Date 37

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